8+Science

Welcome to 8th grade science!

My email add ress: misskellie@lapazschool.org

June 16/17: 8th Monday and Tuesday: They should have already researched/taken notes and should begin writing the rough draft of their essay, which is due on Friday. Whoever is subbing (I forget what the schedule said, sorry) can help them look through the outline and make sure they are organizing their essays accordingly and being thorough with their research. June 10: Warmup: If you had to pick one representative species to study from your kingdom, what would it be?

Today we: Began researching

Essay:
 * **Rough draft due: Tuesday, June 17 /Final draft due: Tuesday, June 24**


 * Video:**
 * **Progress check for video: Friday, June 27**
 * **Final Video due: Friday, July 4th**

June 9: Introduce project and assign kingdoms

Sofia: Plants Sadie: Archaebacteria Christine: Eubacteria Manuel: Protist Frida: Fungi Marco: fungi Hugo: Archaebacteria Santi: Plantae Mel:Protist Chris-Animalia Thomas: Animalia Aubree: Eubacteria

June 6:

Warmup: Classify bacteria, protists and fungi by the following:
 * Cell type
 * Cell number
 * Feeding type

Today we: Went over the fungi, plantae and animalia kingdoms

Homework: none

June 4:

Warmup: List the 6 kingdoms as well as 1 organism belonging to each. What are the 3 main characteristics we use to distinguish 1 kingdom from another?

Today we: Reviewed the kingdoms. Took notes on Archaebacteria, Eubacteria, and Protists Observed characteristics of microscopic living things with this sheet:

Homework: Finish sheet if not done already

May 28: What characteristics must something possess in order to be classified as "alive"?

Today we: Discussed characteristics of living things Talked a little bit about the project we're about to start Looked at strange living things on Earth

Homework:
 * 1) What is a virus?
 * 2) Are viruses alive? Why or why not?

__INSTRUCTIONS__: Research the above topics Write 3/4 - 1 page to answer them
 * double spaced
 * Size 12 font / Times New Roman
 * 1 inch (2 cm) margins
 * Cite your sources!!!! (parenthetical citations AND make a list of sources at the end of the document)


 * DUE FRIDAY AT THE BEGINNING OF CLASS **PRINTED**

May 27:

TURNED IN WINDMILL REPORT

Completed a unit reflection
 * Santi, Frida and Christine you must turn this in when you return

Watched Bill Nye talking about energy: https://www.youtube.com/watch?v=btLU2lb3-xs

May 21:

8th grade (9:10-10:25)

1. Warmup

Warmup:

"Make a list of 3 things you need to accomplish today for your lab report."

Today we:

2. Briefly discuss warmup as class after a few minutes

3. The students will be working on their wind power lab report, for which they have already collected data

They just have to follow the guidelines within the document to write it up.

The project is due Tuesday, May 27, no later than the beginning of class.

MAY 20:

Warmup: None

THINGS TO REMEMBER:
 * CREATE a "Hypothesis" section, and include your hypothesis in your final report
 * In addition to the drawing of your prototype YOU MUST ALSO INCLUDE A PHOTOGRAPH OF THE ACTUAL TURBINE YOU BUILT

Homework: Continue working on report

Due TUESDAY, MAY 27 (see below for more info)

May 19:

Today, a few of you are still finishing your tables and graphs. Everyone has their introduction done. Read through the attached document (below) and insert all the components that are missing (we've done everything in class except the conclusion). When you are finished with everything, begin writing your **conclusion**.

Your final lab report will be due on TUESDAY, MAY 27 (Simply insert all the components listed in this project guide into 1 document)
 * YOU MUST TURN IN BOTH A **PRINTED COPY** __AND__ AN EMAIL ATTACHMENT.
 * NO EXCUSES.
 * Make sure to CITE YOUR SOURCES if you used any external information--for example, in your introduction.

May 16:

Review of graphs on Excel -->Graph data

May 14:

Continuing to collect data and write intros

May 13:

Warmup: None. Immediately set up and begin data collection.

Today we: Worked in stations... Either you were collecting data or working on your introduction to your lab

If you finish the introduction, you should be inputting your data into a digital table and then using it to create an Excel graph

Homework: Intro and graphs due by Friday

May 12: Warmup: List 3 tasks that you need to accomplish today.

Today we: Collect data Calculate averages Input data into computer Create Excel graph(s) of your data

Order of data collection:
 * 1) Manuel
 * 2) Thomas
 * 3) Sofía
 * 4) Christine
 * 5) Santi
 * 6) Aubree
 * 7) Chris
 * 8) Sadie
 * 9) Marco
 * 10) Frida
 * 11) Mel

Homework: Your data must be recorded into a digital table by tomorrow

May 9: Warmup: Identify the IV and DV in this experiment Bonus: Create a table to record your data

Today we: Designed a data table as a class Worked in teams to help everyone collect their data

Homework: None

May 7: Warmup: When testing our turbines, what are at least 5 factors that must be held constant?

Today we: Decided upon our experimental setup and created data tables Finished building our turbines


 * Homework: Write an if/then hypothesis that predicts how much weight your turbine will be able to lift **

__//We decided on the following experimental setup://__

IV: Turbine being used DV: How many cm the turbine can lift a certain number of washers in 15 seconds

Wind speed: Fan setting of 3 Wind direction stays constant Same fan must be used for each test Height of fan: will be at the lowest setting Height of windmill: Base of windmill will be level with bottom of fan face String length: 30 cm for horizontal axis turbines / 60 cm for vertical axis turbines (to account for the length required to reach the pulley and then to have 30 cm hanging down from it) (This difference will have to be discussed in your sources of error)

Things Miss Kellie needs to bring Friday: Nail Polish Camera

May 6:

Shortened class due to extended morning meeting--no warmup.

Today we: Continued construction of our wind turbines

Tomorrow will be the last day of construction. You must have it completed by the end of class. For those of you who finish sooner, you will have time to begin testing and perhaps make any modifications that you feel would be beneficial.

May 5:

Warmup:
 * 1) Show me your finalized design.
 * 2) How would one measure the amount of work done by a turbine with a vertical rotating axis instead of horizontal?

Today we: Began constructing our turbines

Homework: Any design changes that were discussed today should be planned for tomorrow--the final day of construction.

May 2:

Warmup: Write a paragraph to justify why you feel that your windmill design will be most efficient.

Today we: Collected HW Finalized our windmill blueprints and materials list

Homework: Bring in the materials that you volunteered for (see below)

Thank you to Chris for bringing in the toothpicks!

Nails and chicken wire (Marco) Styrofoam ball (Santi) Washers (Sadie) Fan and grease (Miss Kellie) Popsicle sticks?? Hot glue gun?? Sadie, Sofía, Frida y Mel: Do we still need cups? Who will bring them?

April 30:

Warmup: Illustrate the blade shape that you feel would be most efficient at generating wind power. Explain briefly why you chose this shape.

Today we: Presented and defended our blade designs Answered some background questions before our turbine design lab on Friday.

Background questions investigating what makes wind power viable and renewable:

1. •How does wind power work? (Discuss the different parts of a wind power setup and their functions in relation to each other)
 * http://environment.nationalgeographic.com/environment/global-warming/wind-power-interactive/

2. •What are the benefits and drawbacks of wind energy?

3. •What percentage of Costa Rica’s energy supply is provided by wind energy? How is the rest of it broken up among the other energy sources?


 * http://www.minae.go.cr/
 * http://news.co.cr/guanacaste-is-pivotal-for-renewable-energy-in-costa-rica/33238/

4. •How much does wind power cost for people as compared to other power sources in the area?

Homework: 1. Finish questions -- you must turn in a paper copy by Friday 2. Bring in whatever materials you volunteered for on FRIDAY

Styrofoam cups: Miss Kellie Fan: Miss Kellie Skewers: Miss Kellie Foil: Aubree Screws: Mel Washers: Sadie Toothpicks: Chris Wire??

April 29:

Warmup: How does wind power work?

Today we: Watched this video about innovations in wind power > During the video you must take notes:
 * https://www.youtube.com/watch?v=NiSWe3_GEUA
 * 3 things you learned
 * 3 things you have questions about
 * 2 ideas inspired by this video

We also checked out Santi's info on polycephaly in snakes

Homework: None

April 28:

Warmup: 3 minutes to prepare for presentations and determine order

Today we: Presented current events. For each person you must write
 * 2 positive feedback comments
 * 2 suggestions for improvement
 * 1 follow up question
 * I will check your notes at the end, then we will give each person their peer respective feedback

Homework: None

April 25:

Warmup: What is the 1st law of thermodynamics? Explain further with an example.

Today we: Returned the quizzes Took flashlight quiz (Marco, Mel y Thomas absent) Worked on current events (Due Monday)

Homework:
 * Find a current event to present to the class that is related to renewable energy in some way
 * Email me a link to your article no later than **8:00 am on Monday**
 * Should be related to some of the following: energy, **renewable energy,** power usage/conservation, hydropower, solar power, wind power, new energy technologies, etc.
 * The article must have been published within the past year


 * Be ready to present your current event on MONDAY during class utilizing the presentation format below:

Presentation format (maximum of 5 minutes each):

1) Talk about your article.
 * What was it about?
 * Why did you choose it?

2) Talk about your response
 * What were your thoughts on this topic?
 * Were any unique issues, conflicts or ideas presented? Explain.

3) Pose a discussion question to the class inspired by this article.

April 23:

Warmup: What is energy? What are some different forms of energy?

Today we: Discussed forms of energy and energy transfers Diagrammed the energy transformations required to power a flashlight--beginning with fusion in the sun

Homework: Study your flashlight diagram--quiz on Friday

April 22: Warmup: 5 min to study for quiz

Today we: 1) Took the human reproductive systems quiz

2) After the quiz, read this article and answer the questions using complete sentences:

Article:

[|Solar Panels Paying Back Energy Debt]

Questions: (Please use **complete sentences** to answer these questions. You may have to do a bit of extra internet research for some of them. When you are finished, **email** me your responses no later than **8:00 am** tomorrow morning)


 * 1) What is energy?
 * 2)  What is the difference between renewable and nonrenewable energy sources? Also, l ist 3 examples of each.
 * 3) What is the starting type of energy used in a photovoltaic solar panel? What type of energy does it ultimately transform into?
 * 4) What is an “energy debt”?
 * 5) What does it mean to “pay back” an energy debt?
 * 6) Explain, in general terms how a photovoltaic solar panel operates (Draw it and label the energy transformations, beginning with solar energy and ending with radiant energy.)

Homework: You must send me your responses to the questions NO LATER THAN 8:00 AM TOMORROW MORNING

April 21: No warmup Today we: Finished discussing human reproductive systems and fertilization

Homework: Study for quiz tomorrow: -male/female repro. system parts (names, locations and functions) -menstruation -sperm production -fertilization

March 26: Warmup: What do you know about menstruation?

What do you know about sperm production?

What do menstruation and sperm maturation make possible?

Today we: Went over the female reproductive system

Homework: None. To be continued after break :)

March 25: Olympics

March 24: Warmup:

Write down any questions you have about the following. I will leave the little papers at your desk so that if you think of more questions throughout the class you can ask them.
 * Emotional, physical, mental and social health
 * sex
 * relationships
 * reproductive systems
 * STDs (diseases, symptoms, prevention, treatment)
 * menstruation
 * pregnancy
 * parenting
 * contraception, birth control
 * emotional and physical changes
 * hygiene
 * Alcohol/drugs
 * etc.

Today we: Had some time for portfolios Briefly went over the questions Talked about fertilization and the events leading up to it

Homework: Portfolios due tomorrow

March 21: You had a workshop

March 19: You had a workshop

March 18: Warmup: Take out your homework Fill in the blanks __-->__ --> Protein What are codons? How are they like words in a sentence?

Today we: Went over the snorks homework Finished notes on protein synthesis

Homework: Cow/Human DNA WS

March 17: Warmup: What are genes? Why are they important? How do they work?

Today we: Finished presentations Took notes on Chromosomes and Protein Synthesis Started building snorks...

Homework: Snorks WS

March 14: 3 mins to prepare for presentations

Today: Current event presentations

March 12: Warmup: 1. Draw a nucleotide and label its 3 parts 2. Challenge:
 * Draw a second nucleotide to show how they connect on the SAME strand of DNA.
 * Draw a third nucleotide to show how c__omplimentary base pairing__ occurs on OPPOSITE STRANDS of DNA

TODAY: Finished DNA models Presented current events

Homework: Study your DNA notes and warmups

Today we: Finished our dna models Started presentations

Homework: Review your DNA notes

March 11: DNA stands for... DNA's shape is described as a....  What is a nucleotide and what are its 3 parts?

Today we: Built our nucleotides

Homework: Current event due tomorrow March 10:

Warmup: Draw and label a DNA molecule to the best of your ability.

Today we: Introduced DNA structure (deoxyribonucleic acid, double helix, nucleotides, phosphate, sugar or deoxyribose, nitrogenous base, A--T, C--G) Reviewed Watson, Crick and Franklin Started building our DNA model

Homework: Review your notes Don't forget that your current event is due WEDNESDAY no later than 8:00 am!

March 7:

Warmup: 5 minutes to prep for biomes quiz

Today we: Took biomes quiz

Did science current events

Homework: See below

1) Find a science current event related to either DNA, genetics and/or heredity. (It needs to have been **published** **within the past year**--if it's any older than that then it's not really a current event anymore)

2) Actively read it.

3) Write a response to the article that is at least 1 page (double spaced, 1 inch margins, size 12 font, times new roman)

4) Attach the article and the response to an email, then send it to me no later than **Wednesday** **at 8:00 am**

5) You will present on Wednesday

__ ** What is a reaction paper? ** __

–Intro paragraph

–1 paragraph is dedicated to a summary of the article – in your own words!

–1 paragraph is dedicated to your personal reaction/opinion in regards to the event and the concepts presented

–Conclusion paragraph (Wrap up the paper with any final thoughts, ideas, thought-provoking questions, etc.)

Possible websites:

[|**http://www.sciencedaily.com/**]

[|**http://www.the-scientist.com/**]

**[|http://www.newscientist.com]**

[|**http://myscienceacademy.org**]


 * Vsauce (youtube) **


 * smarter every day (youtube) **
 * Science is Awesome (facebook) **

[|http://www.livescience.com]

[]

[]

[]

[]

[|http://www.mnn.com]

[]

[]

Presentation format:

1) Talk about your article.


 * Why did you choose it?
 * What was it about?

2) Talk about your response


 * What were your thoughts?
 * Were any unique issues, conflicts or ideas presented? Explain

3) Pose a thought-provoking discussion question to the class inspired by this article

4) Time for class discussion of above plus Q and A time

March 4:

Warmup: Summarize what you know as well as one question you have about:
 * Marine
 * Savanna
 * Taiga (boreal forest)

Today we: Finished Presentations -- TRF-Thomas Reviewed Biomes Double checked that all info is sent to Miss Kellie Completed peer evaluations for our projects
 * Hugo you must evaluate Sadie
 * Christine you must evaluate Thomas
 * Santi you must evaluate Melody

March 3:

Warmup: Summarize what you know as well as one question you have about:
 * Tundras
 * Hot Deserts

Today we: Finished presentations Marine Taiga TRF Savanna

Homework: Study for test

Feb 28:

Warmup: Take 5 minutes to prepare for your presentation.
 * Make sure that if it is a video, ppt, or some other file, that you have sent me a copy
 * Make sure that you have a copy of the outline for everyone
 * Make sure that you run through your presentation one time

Today we: Did presentations

Aubree/Manuel Hugo/Sadie Marco/Frida Sofía/Chris Thomas/Christine Mel/Santi

Test on this topic will be on TUESDAY of next week

Have a great weekend!

Feb 26:

Worked on outlines and practiced presentations

Feb 25:


 * 8th (9:15-10:25):**

Warmup: How did it go making your outline? What do you like about it? What could be improved? If you had to follow a presentation using the outline you provided, would you find it useful or confusing? Why or why not?

Today:

Please collect the following:


 * Outline of project to be handed out before presentations on Friday
 * 3 test questions about their project (to be added to a test that they will take about the various presentations after all are completed)

The kids must focus today on constructing their presentation in whichever format they have chosen.


 * If they are making a video they should be completing their script or filming
 * If they are doing a model, they should be planning on how to make it interactive/engaging so that it illuminates the structure of that biome and then they should be working on the construction of it
 * If they are doing a song, they should be double-checking that it contains all the required information, that the lyrics are written out, and that it is intelligible for the class to hear.


 * I would appreciate if you would circulate to all groups and verify that they have included all of the required information (listed on the project info page) in their project

Homework: Be prepared to do a practice run through your presentation tomorrow with Miss Kellie

Feb 21:

Warmup: On a scratch piece of paper… 1) What format did you decide upon for your project? 2) Make a checklist of at least 3 major tasks you need to accomplish today with your partner for your project Turn in your warmup (1 per group) when you’re finished

Today we: Discussed our to do lists Worked on project

Homework: Remember that there are 2 very important items due TUESDAY: The outline and the 3 test questions Presentations are on Friday

Feb 19: Warmup: How does climate relate to biome classification? What other secondary factors might impact average annual rainfal and/or average temperature in an area?

Today we: Introduced the Biome Project

Rubric:

Partner evaluation sheet:

Topics: Marine-Marco/Frida Hot Desert-Hugo/Sadie Tropical Rainforest- Thomas/Christine Savanna-Santi/Mel Tundra-Aubree/Manuel Boreal Forest/Taiga-Sofia/Chris Prairie?? Temperate Deciduous Forest??

Test questions (mult choice, short answer and extended response) : Due Tuesday 25/2 Outline of presentation / Key info about Biome - Due Tuesday 25/2

Presentations- Friday 28/2

Feb 18:

Warmup: Which types of biomes exist in CR?

Today we: Took notes on biomes Quickly classified biomes by temp, rainfall, plants, animals and location

Use these websites: • Activity! The World’s Biomes. –Visit an internet such as [] to find answers to spreadsheet. –[] –[] –[]

Feb 17: No School

Feb 14: No class-La Paz North Feb 13: No class-Thurs Feb 12: No Class-Half day Feb 11: Feb 10:

Feb 6:

Warmup: What 3 conditions must be present in order for clouds to form?

Today we: Brainstormed the conditions under which clouds form (Must be present 1) Water vapor 2) Particles in the air 3) Drop in pressure) Each group came up with an idea of how to simulate these conditions and create a cloud inside of a bottle Reviewed fronts and the water cycle together

Homework: Study for quiz on Tuesday

Marco and Manuel have volunteered to bring in bottles on Monday

Feb 5:

Warmup: How do clouds form in the sky? What types of clouds do you know of?

Today:

1. Go to this website to review the water cycle: http://www.epa.gov/ogwdw/kids/flash/flash_watercycle.html

2. Fill in the blanks on this water cycle diagram and save in your notes:


 * Vocab (can be used more than once):
 * o Precipitation, evaporation, transpiration, condensation, surface-water flow, and groundwater flow



3. Go to this website and learn how condensation leads to cloud formation: http://eo.ucar.edu/webweather/cloud3.html

4. Define the following: Cumulus Stratus Cirrus Alto- Nimbo-

5. Go to THIS website and test your knowledge of clouds (If the internet is slow, you can do it on the projector as a class): http://www.purposegames.com/game/cloud-types-quiz

Homework: Go outside. In your science notebook, illustrate and label the clouds you observe in the sky.
 * ** FYI: All of the homework from this week will be collected as soon as you walk into the classroom on FRIDAY. If you do not have it ready, you will not receive credit. **

Feb 4;

WARMUP:
 * How does a warm front work?
 * How does a cold front work?

Today:

Complete parts 4 an 5 of the webquest from yesterday in class (parts 1-3 should already be completed)
 * I will collect everything tomorrow
 * YOU MUST TURN IN A PAPER COPY--AS DISCUSSED IN CLASS YESTERDAY--NOT A DIGITAL COPY

Homework: Complete these review sheets for tomorrow (If you are excellent for your substitute, he/she may choose to extend the deadline until Thursday)

Feb 3:

Warmup: How do you think air pressure affects weather?

Today we:

Took a quiz on the air pressure experiments

When you're finished read this: http://education.nationalgeographic.com/education/encyclopedia/front/?ar_a=1

Homework:

Complete parts 1-3 of this webquest:

http://missbzscience.wikispaces.com/1c)+Fronts,+Air+Masses,+%26+Air+Pressure

Jan 31: Warmup: Each group must set up their demos at separate tables. We'll then start the presentations.

Today we: Did our air pressure presentations

As you present you should explain your experiment.
 * What materials are needed?
 * What's being done?
 * Explain the science behind how it works.

You must take notes on the other presentations.

Homework: Study for quiz MONDAY on the presentations and the science behind them.

Jan 29: Warmup: Organize your materials into an ORDERLY pile Practice your presentation 3 times while I check in with each group

Today we: Did a trial run of our demos

Homework: Be ready to present right when we walk in on Friday

Jan 28: Warmup: Make a list of materials you will need for your demo and decide who will bring what. Also, make an outline of what you're going to do and say at each point throughout your demo.

Today we: Finalized demos Finished air pressure notes

Homework: none Jan 27:

Warmup: You have 5 minutes to review and ask any last-minute questions before the quiz.

Today we: Took the quiz Extra credit options were offered:
 * Illustrate and briefly describe how acid rain forms as well as the effects of acid rain.
 * What is ground-level ozone? How does it form? Why is it harmful?

Homework: Research and choose which air-pressure experiment you will do. Have a back up option in case somebody chooses your #1 option before you.


 * You must choose your experiment by no later than tomorrow at the beginning of class
 * You will have part of the class tomorrow to plan your presentation and what each of you will say. The rest must be done outside of class.
 * You must bring all your materials to school no later than WEDNESDAY
 * You will present the experiments on Friday.



Chris: Can crusher

Melodie: Plumber Magic with plungers

Sadie/Aubree: Balloon rocket

Thomas: Build a barometer

Sofía/Frida/Christine: Egg in the bottle

Hugo/Santi: Candle in a jar

Marco/Manuel

Jan 24:

Warmup:


 * With respect to air pressure, how does air move? From:
 * high to low pressure?
 * Low to high pressure?
 * How could you use this concept to blow up a balloon inside of a bottle?

Today we: Did the balloon in a bottle experiment and discussed Completed a reflection about 3 things we learned about air pressure and 2 lingering questions

Jan 22:

Warmup: How is ground level ozone formed? What are its effects? What are some processes and chemicals that are thinning the ozone layer?

Today we:

Discussed ozone depletion Signs of skin cancer and how to prevent Introduced air pressure

Homework: Study for Quiz Bring in a bottle for Friday

Jan 21:

Warmup: Explain how acid rain is formed and some effects it has on both living and nonliving things within an ecosystem

[]

Today we: Went over the warmup Reviewed acid rain Discussed CFCs and the ozone layer

Homework:

FYI: There will be a quiz on Friday Jan 20:

Warmup: List some types of air pollution and their sources

Today we: Took notes on air pollution Completed the acid-rain notecard activity

Homework: Research and respond to the following questions:


 * 1) What are CFCs (chlorofluorocarbons)?
 * 2) Where do they come from?
 * 3) What do they do?
 * 4) Why are they important to our study of the atmosphere?

I will collect your homework first thing tomorrow. You will be expected to contribute to a discussion on CFCs at the beginning of class, if you do not or cannot contribute you will not receive credit for participation tomorrow.

JAN 17:

Warmup: What do you know about the electromagnetic spectrum? (exe: light colors, wavelengths, frequencies, etc.)

Today we: Took notes on: Why the sky is blue and sunsets are red Electromagnetic Spectrum

Layers of atmosphere song: https://www.youtube.com/watch?v=dQPyNY2WIdw

Why is the sky blue? (Video) http://www.youtube.com/watch?v=oG-ibVdYmtI

Homework: None

Jan 15

No warmup

Today:

Given the following materials: Beaker Water Milk Pipette Flashlight White sheet of paper

You have the class period to figure out why the sky is blue.

You must record the following;

1) What you did (In Detail) 2) What you observed/learned from each attempt (IN DETAIL) 3) Why, after all of this, do you think the sky is blue?

Groups: 1) Sadie/Marco 2) Aubree/Santi 3) Mel/Frida 4)Christine/Manuel 5) Sofia/Thomas 6) Hugo/Jose Carlos

Jan 14: Warmup: Describe the process of combustion and give an example.

Today we: Reviewed combustion using the candle demo Discussed the Coanda effect Took notes on how the atmosphere has changed over time Exit card: Why is the sky blue?

Homework: Bring in a flashlight for tomorrow

Jan 13:

Warmup: List some special features of each layer of the atmosphere.

Website to help you answer question 11: http://www.srh.noaa.gov/jetstream/atmos/layers.htm

Today we: Went over/turned in the atmospheric layers activity Introduced combustion and the components necessary for combustion to occur Performed the candle demonstration

Homework: none

Jan 8:

Warmup:


 * 1) List 4 factors that are typically measured in order to prepare a weather report
 * 2) Tell me what you know about Earth's atmosphere. (Structure? Function? Composition?)

Today we:
 * Discussed Earth's atmosphere and the atmospheric layers
 * Started the atmospheric layers activity

Homework: Steps 1-3 from the first page must be completed no later than the beginning of class on Friday. I'll check them first thing, then we'll go over the remaining components of the assignment.

Jan 7:

Welcome back!

Warmup:
 * Write at least three things you know about weather (tiempo), climate (clima) and/or biomes (biomas).
 * Write at least three things that you want to know about these topics.

Today we: Introduced the weather, climate and biomes unit Differentiated between weather and climate

Homework: None

Nov 29:

Turned in activities 1-6 Worked on Portfolios

Next week: Monday we will go over the activities Tuesday we will have a guest speaker We may have to reverse the days--to be confirmed.

Nov 27:

Warmup: Which factors did you use to determine the ZOH for our solar system?

Today we:
 * investigated the correlations between spectral class of stars and location of habitable zone. (act. 4)
 * considered the effect of planetary size and mass on habitability by examining hypothetical extrasolar planets and identifying those in which life would most likely be found (act.5)
 * utilized real data of extrasolar planets and reasoned about the probability of the existence of Earth-like life on these planets. (act 6)

Activity 4 Star cards: http://btc.montana.edu/ceres/html/Habitat/habitable_starcards.htm

Activity 6: Confirmed Planets Data: http://www.obspm.fr/encycl/catalog.html?lang=fr Planet Classification Flowchart: http://btc.montana.edu/ceres/html/Habitat/habitable_flowchart.htm

Homework: Activities 1-6 due no later than the beginning of class on Friday

Nov 26:

Warmup: If it were up to you, how would you go about searching for life on other planets outside of our solar system? (Tools you'd use? Signals you'd be looking for? Data you'd measure/record?)

Today we:

Discussed how we might search for alien planets Used the Goldilocks principle to figure out what a habitable zone is Compared planets within our solar system to outline some reasons why life flourishes on Earth but not on other planets Defined habitable zone using our information
 * Story of Goldilocks and the Three Bears: http://www.dltk-teach.com/rhymes/goldilocks_story.htm

Homework: Finish activities 2 and 3 if you haven't yet done so

Nov 25:

Warmup: Do you think that life on other planets exists? Why or why not? What evidence do you have which either supports or rejects this idea?

Discuss: How might one investigate the idea of life on other planets? What would we need to know?

Today we:

Read this article: Discussed the information (habitable zones, etc.) Designed our final projects
 * http://www.theguardian.com/science/2013/nov/04/planets-galaxy-life-kepler

Homework:

Nov 20:

Warmup:

Describe cosmic background radiation.
 * What is it?
 * Where does it come from?
 * What have we learned about it?

Today we: Discussed dark matter/dark energy Watched an episode of The Universe about dark matter/dark energy

Notes from video: 5 things you learned 5 things you found interesting/surprising 5 questions you have that were inspired by this video

Homework: Review your notes from this week

Nov 19:

Warmup: Summarize Hubble's Law of universal expansion.

Today we: Reviewed Hubble's Law Talked about cosmic background radiation Introduced dark matter

Homework: Review your notes

Nov 18:

Warmup:

1.What happens over time to the distances between galaxies that are close together? 2.What happens to the distances between galaxies that are far apart?

Today we: Discussed the origins of the universe (big bang) Discussed universal expansion Completed the balloon simulation

Homework: Lab Final draft due TOMORROW no later than 8:00 am via email attachment

Nov 15:

Warmup: 5 minutes to review for quiz

Today we: Took the quiz

Homework: Lab Final Draft due Tuesday 19/11 via email attachment no later than 8:00 am

Nov 13:

Warmup:
 * What is a galaxy?
 * What are some different galaxy shapes?

Today we:

Discussed galaxies and nebulas

Homework: Study your notes. **Quiz Friday.**

Nov 12:

What is the relationship between star color and surface temperature of the star?

Today we: Discussed Hertzprung-Russell Diagrams Talked about absolute and apparent magnitudes of stars Discussed the life cycles of stars

Homework: Review your notes.

Nov 11:

Warmup: What is a light year?

Today we: Discussed lightyears and how they are measured Reviewed Friday's concepts Discussed constellations and how the zodiac was developed Talked about Earth's orbital pattern as compared to the moon

Homework: Review your notes. Expect a quiz this week sometime.

Nov 8:

Warmup: What is a constellation?

Today we:
 * 1) Discussed what a constellation is along with some examples
 * 2) In groups, your task was to create a visual model that explains the answer to the question below while taking the Earth's two major motions into account.


 * •What causes different stars to appear in the sky at different times of the year? You must also describe the cause of the nightly movement of stars across the sky. **
 * There are two major motions affecting the Earth:
 * The earths rotation around its axis, and its rotation around the Sun (revolution).

3. You presented your model to the class

Presentations:
 * Explain the different components of your model (exe: sun, earth, constellations, etc.)
 * Explain what each is doing and what that tells us about why the night sky changes both nightly and throughout the year.

Homework: none

Nov 6:

Warmup: Write at least 3 responses to each of the following:
 * What do you know about stars, galaxies and the universe?
 * What questions do you have about stars galaxies and the universe?

Today we:

Took notes on objects in space beyond the solar system

Homework: study your notes

Nov 5:

Warmup: none

Today we watched a documentary about the sun and you had to take the following notes
 * 5 useful things that you learned
 * 5 things that you found interesting/surpising/exciting
 * 5 questions you have that were inspired by this video

I will collect your work tomorrow

Oct 30:

Warmup: Differentiate between geocentric and heliocentric

Today we: Finished presentations Cleaned the classroom Talked a little about Galileo

HW: none

Oct 29:

Warmup: Place your name on the board next to a number to determine the presentation order.

Today we did presentations

HW: none

Oct 28:

I know you were supposed to present your articles today, but we'll save that for tomorrow instead!

Warmup: What do you know about outer space, the universe and/or the solar system?

Today you will: 1) Read the following info called Ideas about the Solar System. (It is 3 pages long, so don't forget to go to the next page) 2) Take this test. Email me the question numbers and your responses. [|Solar system ideas test] (Exe: 1. A, 2. A, 3. C, etc.) 3) Read the following info about EXPLORING SPACE. (It is 6 pages long) 4) Take this test. Email me the question numbers and your responses. [|Exploring Space Test]
 * Take notes! I'll check them tomorrow
 * [|Ideas about the Solar System]
 * Take notes!
 * [|Exploring Space]

Homework: Complete whatever you didn't finish

Oct 25:

Warmup: Tell me about an interesting science-related current event that you've read, watched or listened to lately

Today we: Did science current events

Homework:

1) Find a science related current event. (It needs to have been **published** **within the past year**--if it's any older than that then it's not really a current event anymore) 2) Actively read it. 3) Write a response to the article that is at least 1 page (double spaced, 1 inch margins, size 12 font, times new roman) 4) Attach the article and the response to an email, then send it to me no later than **Monday at 8:00 am** 5) You will present on Monday

__ ** What is a reaction paper? ** __ –Intro paragraph –1 paragraph is dedicated to a summary of the article – in your own words! –1 paragraph is dedicated to your personal reaction/opinion in regards to the event and the concepts presented –Conclusion paragraph (Wrap up the paper with any final thoughts, ideas, thought-provoking questions, etc.)

Possible websites: [|**http://www.sciencedaily.com/**] [|**http://www.the-scientist.com/**] **[|http://www.newscientist.com]** [|**http://myscienceacademy.org**] [|http://www.livescience.com] [] [] [] http://www.scientificamerican.com/ [|http://www.mnn.com] [] http://www.greenmedinfo.com/
 * Vsauce (youtube) **
 * smarter every day (youtube) **

Presentation format:

1) Talk about your article. 2) Talk about your response
 * Why did you choose it?
 * What was it about?
 * What were your thoughts?
 * Were any unique issues, conflicts or ideas presented? Explain

3) Pose a thought-provoking discussion question to the class inspired by this article

4) Time for class discussion of above plus Q and A time

Oct 23:

No warmup- Thriller Practice

Today we: collected data Rough draft of lab was due today

No homework

Oct 22:

Warmup: How is your lab report going? -What's going well? -What are you struggling with?

Today we: Collected data if necessary Looked at sample lab reports Had time to work on the lab report and ask questions

Homework: ** Rough draft due tomorrow no later than 8:00 am via email attachment **

Oct 18:

Warmup: State the purpose of your experiment.

Today: People who needed to collect data did so. Those who were done collecting data, or who finished early worked on the following:

•1. Outline your introduction –What background info will you need to include? •Make a list of topics –State the purpose of the experiment –State (in 1-2 sentences) how you tested it

•2. Research and find sources for your background info –You must cite your sources of info both paranthetically and in a bibliography—See Mr. Adam if you have questions

•3. Decide which type of graph you will use and how you will display your data on it (exe: will you display averages? How will you make the data make sense? etc., etc.)

•4. State any sources of error in the lab activity. Describe how they may have influenced the results, AND how you could minimize these errors in the future –This portion will go in your conclusion


 * HOMEWORK**:
 * IF YOU DID NOT COMPLETE THE ABOVE TASKS IN CLASS, YOU MUST DO SO AT HOME.
 * Rough draft due WEDNESDAY.

Oct 17:

Warmup:

How will you mathematically analyze your data? (Exe: What calculations will you make in order to display only __meaningful__ information on a graph?)

Today we: Discussed graphs and tables on lab reports Looked at sample lab reports Continued collecting data

Homework:


 * LAB REPORT ROUGH DRAFT DUE NEXT WEDNESDAY, __ OCTOBER 23 __ NO LATER THAN 8:00AM VIA EMAIL ATTACHMENT **


 * **EACH PERSON MUST WRITE THEIR OWN REPORT!!!!!**


 * FORMAL LAB REPORT FINAL DRAFT DUE ON WEDNESDAY, __ OCTOBER 30TH __, NO LATER THAN 8:00 AM VIA EMAIL **

Oct 15:

Warmup: Describe some key background information that someone would need in order to understand your experiment.

Agenda:

Discuss lab report format and rubric
 * [[file:00-Lab Report Outline.docx]]
 * [[file:00-LAB RUBRIC-Final.doc]]

Time to complete experiments

HW: Work on lab report

Oct 14:

Warmup: What are sources of error? Give some examples of possible sources of error you may encounter throughout your own experiment.

Today we: Started carrying out our experimental procedures

Homework: BRING YOUR COMPUTER TOMORROW

Oct 11:

Today we only had 15 mins of class. I checked most of your tables and we went over the prohibited words in science procedures.

PROHIBITED WORDS: Grab Take Put Thing IT I, you, your, we, us, our, they their, me my, etc.

Oct 9:

Warmup: Write down at least 3 things you need to accomplish today for your experiment.

Today we;: Differentiated between tables and graphs Worked on our experimental designs Worked independently while each group had an individual conference with me to discuss each experiment's progress YOU MUST START CARRYING OUT YOUR EXPERIMENTAL PROCEDURE NO LATER THAN FRIDAY

HOMEWORK: Review our conference comments. Finalize your materials, procedure and data table by FRIDAY

Oct 8:

Warmup:
 * 1) Why is ** specific ** and ** technical ** writing important in science?
 * 2) Thinking about yesterday's activity, identify 2 or 3 weaknesses in your writing that you should keep in mind and improve upon in the future.

Today we:
 * Completed the PB and J procedure as a class
 * Discussed your experimental designs [[file:8-1-ExperimentalDesign]]
 * Re-worked your procedures

Homework: Final materials/procedure list AND data table must be completed and **emailed to me** by no later than **8:00 am tomorrow** morning

HOW TO MAKE A PEANUT BUTTER AND JELLY SANDWICH BY: 8TH GRADE

Materials:

2 tbsp peanut butter (crunchy or creamy) 2 tbsp of jelly (flavor of choice) 2 slices of whole grain bread (each measuring approximately 10cm x 11 cm x 1 cm) 1 butter knife 1 plate 1 napkin

Methods:

1. Lay the plate on a flat surface such as a table. 2. Remove the two slices of bread from any packaging they may be in. 3. Lay the two slices of bread flat on the plate, side by side, with the largest side of each piece of bread facing upward. 4. Open the jar of peanut butter by twisting the lid counter-clockwise until it can be removed completely. 5. Remove the lid from the peanut butter jar and set aside. 6. Repeat steps 4-5 using the jelly jar instead of the peanut butter jar. 7. Use the knife to scoop out approximately 1-2 tbsp of peanut butter from the jar—or enough to evenly cover the largest surface of one slice of bread. 8. Use the knife to spread the pb (peanut butter) from step 7 evenly to completely cover the upward-facing surface of the first slice of bread. 9. Repeat steps 7-8 on the second slice of bread using the jelly instead of the pb. 10. Set the knife aside. 11. Complete the sandwich by placing one of the slices of bread on top of the other slice so that the sides containing pb and jelly face inward. 12. Use the knife to cut the sandwich in half diagonally. 13. Replace the lids on both the pb jar and the jelly jar. 14. Turn each of the lids clockwise until both jars are completely sealed.


 * PB= PEANUT BUTTER

Oct 7:

Warmup: Write down the materials and procedure required in order to make a peanut butter and jelly sandwich.

Today we: Discussed experimental design and the importance of specific and technical writing in science Completed the PB and J demonstration

Homework: Finalize experimental procedure for tomorrow.

Tomorrow, as a class, we will write an appropriate procedure for making a PB and J.

Oct 4:

Warmup: Look back at your independent topic from earlier in the year. Write 2 questions from level two and 2 more questions from level three about this topic.
 * Chewing Gum
 * Energy Drinks
 * Heart rate
 * Mold
 * Plant growth
 * Homework/Studying

Today we:
 * Looked back at our independent topics from earlier in the year
 * Designed experimental questions about them
 * Worked with your partner who shared the same topic, and agreed upon an experimental question together.
 * Defined IV, DV and constants for your experiment
 * Wrote a hypothesis for your experiment

Homework:
 * 1) Write a procedure and materials list for your experiment. It must be __ ** emailed ** __ to me no later than __ **8:00 am on MONDAY** __
 * 2) Bring in your experimental materials for Monday

Oct 2:

Warmup:

Scenario: Will adding weights to the wings of a paper airplane make it fly straighter?
 * IV:
 * DV:
 * Hypothesis:

Today we: Collected the paper football lab Differentiated between controls, variables and constants Practiced identifying the components of an experiment as well as pointing out experimental design flaws via Spongebob's experiments

Homework: none

Oct 1:

Warmup: Students were divided into teams in order to collect data about which team could punt a football the farthest on average.


 * IV:
 * DV:
 * Which type of graph would be appropriate?

Today we:

Reviewed the homework Completed the paper football lab

Homework: Lab handout, Excel graph of averages, and conclusion due first thing tomorrow

Team averages:
 * **Team Name** || **Avg. Punting Distance (cm)** ||
 * Pink || 199.0 ||
 * Blue || 235.4 ||
 * Yellow || 291.0 ? --this number wasn't written clearly on the board ||
 * Purple || 317.1 ? Also was not written clearly ||

30 Sept:

Warmup: When is a pie graph an appropriate data representation?

Today we: Went over past homework Continued with excel graphing Went over quiz

Homework: Finish the excel graph practices

DOCUMENT YOU NEED FOR CLASS TODAY: EXCEL: NUMBERS:

27 Sept:

Warmup:
 * 1) When is a line graph an appropriate data representation?
 * 2) ^^ A bar graph
 * 3) On which axis does the IV belong?
 * 4) ^^ The DV?

Today we: Collected the Pendulum Lab Reviewed graph types Learned how to make graphs on Excel

Homework: If you do not have either 1) MICROSOFT EXCEL, 2) NUMBERS FOR MAC, or 3) OPEN OFFICE on your computer, you MUST have one of these programs downloaded BY NO LATER THAN MONDAY

Sept 25: Warmup:

Scenario: Students watched a cartoon either alone or with others and then rated how funny they found the cartoon to be.


 * Independent Variable?:
 * Dependent Variable?:
 * Hypothesis?

Today we: Went over the analysis questions Discussed sources of error Talked about how to write a proper conclusion Finished the quiz

Homework: Finish conclusion for pendulum lab. Entire lab must be turned in on FRIDAY.

Sept 24:

Warmup: Scenario: Which ball will bounce the highest: a golf ball, a ping pong ball or a rubber ball?

1) Identify the dependent variable 2) Identify the independent variable 3) Write a proper hypothesis that predicts the outcome of this experiment.
 * A hypothesis is an IF/THEN statement that makes an educated guess about the results of an experiment
 * **If** __(mention IV and how it will be changed)___, **then** ___(mention DV and how it will be affected as a result of the above change)___ __.__

Today we: Went over the warmup Checked our answers to the graphing problems Took a QUIZ on graphing and hypothesis writing

Homework: Take advantage of this extra study time and be prepared to finish your quiz tomorrow

Sept 23:

Warmup: Complete the graphing practice problem (handout)

Today we: Checked that your pendulum graphs were set up properly Discussed graphing and did some practice problems Finished the data collection for the pendulum lab Answer data analysis questions USING COMPLETE SENTENCES Graph your data

Homework:
 * 1) Make sure analysis Q's and Graph are complete
 * 2) Complete graphing practice problems 2, 3 and 4.
 * 3) Study for QUIZ tomorrow (Hypothesis writing, variables and graphing)
 * 4) MAKE SURE YOU HAVE SOME SORT OF SPREADSHEET PROGRAM ON YOUR COMPUTER READY FOR TOMORROW (either Excel, Numbers or Open Office)

Graphing problems for today's homework:

Sept 20:

Warmup: What components must be included on a proper graph?

Today we:
 * Discussed and illustrated the necessary components of a graph (Title, Axis labels with units, IV on x-axis, DV on y-axis, Data, appropriate scales, Key)
 * Defined ** Independent variable (IV), dependent variable (DV), ** and ** Constants **
 * Differentiated between line graphs, bar graphs and pie graphs
 * ALMOST finished our pendulum data collection

Homework: SET UP your graph (Title, axis labels, scale, key) for MONDAY.

Summary of what we took notes on today:

(On Monday in class, we will finish the data collection, analysis questions, and conclusions. There will be a quiz on TUESDAY.)

Sept 18:

Warmup: 1) What is a hypothesis? 2) Write a hypothesis that predicts which variable will affect the speed of the pendulum's swing the most. (Choices: angle of release, mass of the bob, length of the string)

Today we: Discussed the warmup and went over how to write a proper hypothesis. Briefly talked about how to calculate averages. Started the pendulum experiment.

Homework: None

Tomorrow we'll finish the experiment and discuss sources of error, variables and graphing.

Sept 17:

Warmup: Write 3 questions about the apparatus on the desk. (pendulum)

Agenda: Warmup/HW check Share questions In groups: Everyone was given their own topic that they will be working with for the next few weeks
 * What is a pendulum?
 * Diagram it
 * What are they used for?

HW: Write 4 questions about your independent topic from EACH level. You should end up with a total of 12 questions about your topic. Please refer to the attached document from Friday if you would like to use the question starters that I had on the projector.

__Sept 13:__

Warmup: Collect 3 QN and 3 QL data observations about the table you're sitting at.

Today we:
 * Went over the warmup
 * Discussed levels of questions, focusing specifically on the topic of tarantulas.
 * Practiced developing our own questions using the handout you have in your Toolkit and the question starters on the projector.

Here are the question starters that I had on the projector today:


 * Homework: Finish your level three questions about tarantulas. **



This is the handout they have in their toolkit:
 * SADIE:**

Sept 11

Warmup: What is science?

Today we....
 * Discussed the warmup via chalk talk (Great job! You all had excellent ideas today.)
 * Took Cornell notes on "What is science?"


 * Vocabulary / Vocabulario:**
 * 1) Discovery / descubrimiento
 * 2) Observations / observaciones
 * 3) Apparatus / Aparato (a device used for a specific purpose)
 * 4) Data / Información (Recorded observations--can either be QN or QL)
 * 5) Record / Apuntar (To write down)
 * 6) Conclusions / Conclusiones
 * 7) Scientific Method / Método cientifico

No homework

Sept 10

Warmup: 3 minutes to study for the quiz

Today we took a lab safety quiz and went over the homework.

No homework.

Sept. 9

Today we discussed the difference between QN and QL observations, as well as the difference between observations and inferences. We did the Mystery Footprints activity in class.

Warmup: •Make 3 observations about the picture displayed on the projector •Make an inference about the picture

QN=quantitative and QL=qualitative

Homework:

•Observe your dinner –3 QN observations –3 QL observations –1 inference

Sept. 6

Lab safety contract due Mon

Binder Check Mon

Tabs: 1. Warmups/Reflections 2. Notes 3. Current work/projects 4. Graded Work 5. Toolkit

Sept. 2

Homework: Go over syllabus with a parent and have them sign it (anywhere) to acknowledge that you've both read it.