Week of 12.4.2017

Monday: Water Unit Vocabulary

Students will complete a vocabulary assignment by writing definitions for the 22 vocabulary words that go with the upcoming water unit. Students will have a choice between traditional notebook paper vocabulary or flash card vocabulary.

Tuesday: Water on Earth Lab 

We will begin the water unit today starting with how much water is on Earth and how it is divided up. We start by watching a brain pop video about water and groundwater. Then we will look at and complete fill in notes over power point. In closing students will create a pie chart dividing up Earth’s waters into the correct proportions and draw a 100-circle drawing using their pie chart to demonstrate knowledge of the different percentages of water. If time allows we will watch a Discovery Education video about Earth’s waters.

Wednesday: Water Cycle

We will begin class watching a Brain Pop about Water Cycle. Then students will increase their knowledge of the Water Cycle by looking at a power point about water cycle and completing fill in notes. After notes, students will draw and label their own water cycle. If time allows an additional water cycle video will be shown from Discovery Education.

Thursday: Water/Water Cycle Review Stations

Students will use and build their knowledge of Water Cycle by rotating through different stations. There will be a vocabulary matching station, a read and comprehension station, a sort it station, and labeling station. We will finish by learning the “Water Cycle Boogy” song.

Friday:We will begin the water unit today starting with how much water is on Earth and how it is divided up. We start by watching a brain pop video about water and groundwater. Then we will look at and complete fill in notes over power point. In closing students will create a pie chart dividing up Earth’s waters into the correct proportions and draw a 100-circle drawing using their pie chart to demonstrate knowledge of the different percentages of water. If time allows we will watch a Discovery Education video about Earth’s waters.

Assessment Uses:

Formative and Summative assessments will be used to progress monitor standards mastery and determine which students need additional support.

Types of Assessments:

            Monday: Pre-teach vocabulary for upcoming unit, observation

            Tuesdayobservation, pie chart, 100 circle drawing, conference

Wednesday: water cycle drawings, conference

Thursday: observations, station work, conference

Friday: water cycle quiz, conference

Differentiated Instruction:

            *Monday: pre-teach vocabulary, choices of flash cards or notebook paper

            *Tuesday: fill in notes, leveled peer partner

*Wednesday: fill in notes, leveled peer partner

*Thursday: differentiated stations with a leveled peer partner

*Friday: Read aloud quiz, fill in notes, leveled peer partner

Partners are chosen by their level of standards mastery of a given topic. Students who have standards mastery are paired with those still needing additional help in an area. Students will help tutor each other to assist in individual or small group instruction.

 

 

 

*Subject to change upon daily flow of activity.

 

 

 

 

Week of November 6, 2017

This week in Science we will continue or lesson of Earth’s structure and begin talking about Plate Tectonics. S6E5 a, e, f

Monday & Tuesday: Pangaea and Continental Drift

Students will begin by watching a Brainpop video about Pangaea and Continental Drift. We will then look at a power point and complete fill in notes from the power point. Students will then complete an adapted reading comprehension sheet with questions.

Students will rotate through many differentiated stations increasing their knowledge of Pangaea and the theory of Continental Drift. As student rotate through the stations they will complete a section of a packet for that stations.

Wednesday: Seafloor Spreading

Students will begin by watching a Brain Pop video about Seafloor Spreading. We will then look at a power point and complete fill in notes from the power point. Students will then complete an adapted reading comprehension worksheet with questions.

Thursday: The Theory of Plate Tectonics

We will begin by watching a Brain Pop video about the theory of Plate Tectonics. We will then look at a power point and complete fill in notes from the power point. Students will then make a foldable about the different types of plate boundaries and their characteristics.

Friday: Students will take a test over the layers of the Earth.

Assessment Uses:

Formative and Summative assessments will be used to progress monitor standards mastery and determine which students need additional support.

 

Monday: observation, reading comprehension sheets

   Tuesdayobservation, station packets, student conferences

Wednesday: observations, reading comprehension questions

Thursday: observations, foldable

Friday: observation

Differentiated Instruction:

            *Monday: fill in notes, partner read, partner questions

            *Tuesday: differentiated stations with peer partners

*Wednesday: fill in notes, partner read, partner questions

*Thursday: fill in notes, cut & paste foldable

*Friday:

 

11/27-12/1

11/27-12/1

This week in Science we will begin our unit about Earthquakes and Volcanoes. S6E5 a,e,f

Monday: Earthquake and Volcano Vocabulary

Students will complete a vocabulary assignment by writing definitions for the 20 vocabulary words that go with the current unit. They can write out on notebook paper or make flashcards with the vocab. Video clips to follow if time allows.

Tuesday: Earthquakes

Students will increase their current knowledge of Earthquakes. We will begin with a brain pop video about Earthquakes. We will then look at a power point and take notes about Earthquakes. If time allows we will start a graphic organizer on Earthquakes. Video clips to follow if time allows.

Wednesday: Earthquakes Web quest

Students will work through an online web quest detailing earthquakes. They will complete a question and illustration packet, which will later serve as a study guide for their unit test.

Thursday: Volcanoes

We will open with a Brain Pop video about Volcanoes. We will then look at a power point and complete notes about volcanoes. Students will then correctly label a diagram of a volcano. In closing students will draw the three different types of volcanoes. Video clips to follow if time allows.

Friday: Volcanoes

Students will work through an online web quest detailing volcanoes. They will complete a question and illustration packet, which will later serve as a study guide for their unit test.

Assessment Uses:

Formative and Summative assessments will be used to progress monitor standards mastery and determine which students need additional support.

Types of Assessments:

            Monday: observation, pre-teach vocabulary

            Tuesdayobservation

Wednesday: web quest

Thursday: observations

Friday: webquest

Differentiated Instruction:

            *Monday: pre-teach vocabulary

            *Tuesday: fill in notes, peer partner

*Wednesday: webquest with peer partner

*Thursday: fill in notes, diagram with peer partner

*Friday: webquest

WEEK OF 10/23

 

This week in Science we will be starting a new unit on Layers of Earth and Plate tectonics. S6E5 a, e, f

*EARTH’S LAYERS QUIZ THURSDAY STUDY!!!!!!!

Monday- Students will identify the different soil horizons. The students will take notes and complete a handout over soil horizon identification.

Tuesday: Layers of Earth

Students will begin by watching a Brainpop video about Earth’s Layers. We will then look at a power point and complete fill in notes from the power point. Finally students will partner read an article about Earth’s Layers and complete questions that go along with the article. Students will define terms related to Earth Layers.

Wednesday: Earth’s Layers cont.

Students will put together a cut and paste foldable using their knowledge of Earth’s layers to label each layer and write facts about each to use as a hands on study tool. After completing the foldable students will work in groups to answer questions about the foldable. Additional Q&A to follow. Questions will be used to assess student knowledge of new material and reteach during review stations on Wednesday if needed.

Thursday: Students will put together a cut and paste foldable using their knowledge of Earth’s layers to label each layer and write facts about each to use as a hands on study tool. After completing the foldable students will work in groups to answer questions about the foldable. Additional Q&A to follow. Questions will be used to assess student knowledge of new material and reteach during review stations on Wednesday if needed

Friday : Heat Transfer

We will begin class with a very short Earth’s Layers quiz. Students will learn the three types of Heat Transfer (convection, conduction, and radiation) through power point and fill in notes. Students will then complete a cut and paste picture activity where they have to correctly place each picture under the correct type of heat transfer. After students finish the cut and paste we will do a large cut and paste as a class together on the wall. Students will come up and place each picture under the correct type of heat transfer. Additional Q&A to follow if time allows.

Monday: Foldable            Tuesday: notes 

Wednesday:  Foldable

Thursday: Earth’s Layers quiz, cut and paste, observation,

Friday:teacher/student conferencing

Differentiated Instruction:

            *Monday: fill in notes, partner read, partner questions

            *Tuesday: cut & paste foldable, peer partners

*Wednesday: differentiated stations with peer partners,                      teacher/student conferencing.

*Thursday: fill in notes, cut and paste activity with peer                        partner, teacher/student conferencing

*Friday: Hands on lab, peer partners

ELT:

  1. Retakes
  2. Finish vocabulary
  3. Passwords vocabulary practice

 

*Subject to change upon daily flow of activity.

 

 

 

 

 

 

 

 

 

 

 

 

10.16-10.20.2017

Science Standard S6ES6E5. Students will investigate the scientific view of how the earth’s surface is formed. a. Compare and contrast the Earth’s crust, mantle, and core including temperature, density, and composition. b. Investigate the contribution of minerals to rock composition. c. Classify rocks by their process of formation. d. Describe processes that change rocks and the surface of the earth. e. Recognize that lithospheric plates constantly move and cause major geological events on the earth’s surface. f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological features including oceans (composition, currents, and tides). g. Describe how fossils show evidence of the changing surface and climate of the Earth. h. Describe soil as consisting of weathered rocks and decomposed organic material. i. Explain the effects of human activity on the erosion of the earth’s surface. j. Describe methods for conserving natural resources such as water, soil, and air

Monday

Students will use their knowledge of soil layers to create a soil profile parfait out of various supplies. This is one of the favorite creations of the year. After students label their layers and complete their lab report they get to eat their soil creation. Parfaits will include various foods (cookies, sprinkles, chocolate pudding, marshmallows, etc.). Please let me know if you have any food allergies so we can make the appropriate adjustments.

Tuesday– Students answered the question, “What is soil”? The students will write what they think soil is & compare their definitions with their peers. Students will view a soil profile and identify the traits of each horizon. The students will view a brainpop on soil. Students will also define the terms on page 186.

Wednesday- Students will create a soil profile from Fig 10 on page 190. Students will discuss and describe fig 8 on page 188. Students will take notes from a ppt on soil.

Thursday-  Berry Trip 6.1- Students on team 6.2 will complete any missing assignments and reading comprehension handouts related to soil erosion.

FridayAG TRIP

Assessments:

Monday- lab – Knowledge if soil layers is required for the construction of the soil parfaits. Observations

Tuesday- Observations, discussions, peer and self reflection

Wednesday- Diagram of soil horizons, observations

Thursday- Observations

Friday – Field Trip

Differentiated Instruction:

     *Monday: peer partner, lab

    *Tuesday: peer partners,

*Wednesday: notes fill in the blank, peer partner, diagram (visual learners)

*Thursday: reading comprehension

*Friday:  hands on, lecture

10.9-10.13.2017

Monday- Wednesday FALL BREAK NO SCHOOL

Thursday: Wind Erosion– This week in Science we will continue or investigation of Weathering and Erosion. S6E5 

We will begin by watching a brain pop about wind erosion. Students will complete fill in the blank notes over power point.  Students will sculpt sand dunes from Play Doh. Students will first write about and draw a picture of the sand before it has been eroded.  They will then write about how they created wind erosion and draw a picture of the sand after it has been eroded. We will close with various video clips showing wind erorosin.

Friday- Berry College Field Trip 6.1

10.02-10.06

This week in Science we will continue or investigation of Weathering and Erosion. S6E5

Weathering and Erosion vocabulary quiz on Friday, Oct. 6.2017 

Monday: Gravity Erosion

Students will explore the different types of gravity erosion. We will look at various pictures of the types of gravity erosion as well as a power point reviewing the agents of gravity erosion. Students will then create a poster with a partner illustrating each type of gravity erosion as well as a description of each. A poster will be selected from each class to display around the classroom. If time allows we will close with various video clips of each type.

Tuesday: Water and Wave Erosion

Students will explore how water and waves shape the Earth through erosion. We will begin with fill in the blank notes over power point. We will then go outside for an erosion walk around campus. Students will draw at least three pictures of water erosion and give a description of each. We will close with various video clips of each type.

Wednesday: Glacier Erosion

We will begin by watching a brain pop about glaciers. We will then take notes about the types of glacial erosion. We will close by manipulating a dirty ice cube through clay to mimic glacial erosion. Students will write about their experiment using correct vocabulary learned during notes. If time allows additional video clips will be shown of each type.

Thursday: Wind Erosion

We will begin by watching a brain pop about wind erosion. Students will complete fill in the blank notes over power point. We will then mimic wind erosion in a short demonstration using corn meal and a straw. Students will first write about and draw a picture of the sand before it has been eroded. Then students will use their straw and blow into the sand creating a hole (sand dune). They will then write about how they created wind erosion and draw a picture of the sand after it has been eroded. We will close with various video clips.

Friday: Soil

Students will begin the class with a weathering and erosion vocabulary quiz. Students will then watch a brain pop about Soil. We will then take notes from a power point and draw a picture of the soil layers. Students will cut apart their drawing of the layers to create their own study manipulative to correctly order the layers. If time allows we will watch and additional video clip from discovery education about the different soil layers.

Assessment Uses:

Formative and Summative assessments will be used to progress monitor standards mastery and determine which students need additional support.

Types of Assessments:

*Monday: observation and posters, Q&A

*Tuesday: observation and pictures, Q&A

*Wednesday: demonstration lab report

*Thursday: demonstration lab report

*Friday: W & E vocabulary quiz, observation

Differentiated Instruction

          *Monday: peer partner posters

            *Tuesday: fill in the blank notes, visuals, peer partners

*Wednesday: fill in the blank notes, visuals, peer partners

*Thursday: fill in the blank notes, visuals, peer partners

*Friday: read aloud quiz, fill in the blank notes, visuals, matching cards

9.25-9.29.2017

This week in Science we will begin our Weathering and Erosion unit. Students will investigate the effects of erosion on the Earth’s surface. S6E5

 Monday: Weathering and Erosion Vocabulary Day

Students will complete the vocabulary for the upcoming unit on weathering, erosion and deposition. Students will have options of completing the vocabulary on notebook paper or by making flash cards for study tools.

Tuesday: Weathering

Students will investigate how weathering affects the Earth’s surface in starting our new unit over weathering and erosion. We will start by watching a Brain Pop video about the different types of weathering then complete a power point and notes. We will conclude with a reading comprehension sheet discussing chemical and mechanical weathering.

 Wednesday: Sugar Cube weathering

Students will engage in a standard enrichment lab, weathering a sugar cube and a piece of chalk both chemically and mechanically using jars and water. Students will then complete a formative assessment cut and paste, distinguishing between chemical and mechanical weathering.

Thursday: Weathering and Erosion Stations

Students will complete weathering and erosion differentiated stations to review previously learned material. They will have a reading comprehension station, a organize it station, an assessment station, an illustrate it station and a write it station.

Friday: Agents of Erosion

Students will investigate the agents of erosionWe will begin by watching a Brain Pop about erosion. We will then look at a power point and complete cut and paste notes. If time allows we will watch a follow up discovery education video about the agents of erosion.

 Assessment Uses:

Formative and Summative assessments will be used to progress monitor standards mastery and determine which students need additional support.

Types of Assessments:

            *Mondayobservation

*Tuesday: reading comprehension questions

*Wednesday: Weathering cut and paste

*Thursday: stations assessment and read it questions *Manipulatives

*Friday: observation

 

Differentiated Instruction:

            *Monday: preteach vocabulary/choice of flashcards

            *Tuesday: fill in notes, peer reading partner

*Wednesday: cut and paste assessment

*Thursday: differentiated stations

*Friday: cut and paste notes.

 

9.18- 9.22.2017

This week in Science we will begin our Weathering and Erosion unit. Students will investigate the effects of erosion on the Earth’s surface. S6E5

 Monday: Weathering and Erosion Vocabulary Day

Students will complete the vocabulary for the upcoming unit on weathering, erosion and deposition. Students will have options of completing the vocabulary on notebook paper or by making flash cards for study tools. Password Book pgs. 28-31

Tuesday – Quiz over Rock Cycle (Moved from last week due to storm). Students will define terms from the chapter on weathering and  erosion.

Wednesday: Weathering

Students will investigate how weathering affects the Earth’s surface in starting our new unit over weathering and erosion. We will start by watching a Brain Pop video about the different types of weathering then complete a power point and notes. We will conclude with a reading comprehension sheet discussing chemical and mechanical weathering.

 Wednesday: Sugar Cube weathering

Students will engage in a standard enrichment lab, weathering a sugar cube and a piece of chalk both chemically and mechanically using jars and water. Students will then complete a formative assessment cut and paste, distinguishing between chemical and mechanical weathering.

Thursday: Weathering and Erosion  Causes: Students will investigate the agents of erosion. We will begin by watching a Brainpop about erosion. We will then look at a power point and complete cut and paste notes. If time allows we will watch a follow up discovery education video about the agents of erosion.

Friday: Agents of Erosion:

Students will have a quiz over Voc terms (Rock Cycle- pushed back from strom).

Students will investigate the agents of erosionWe will begin by watching a Brainpop about erosion. We will then look at a power point and complete cut and paste notes. If time allows we will watch a follow up discovery education video about the agents of erosion.

 Assessment Uses:

Formative and Summative assessments will be used to progress monitor standards mastery and determine which students need additional support.

Types of Assessments

      *Mondayobservation

*Tuesday: reading comprehension questions, define terms and Quiz

*Wednesday: Weathering cut and paste

*Thursday: observation

*Friday: observation, Quiz

 

Differentiated Instruction:

            *Monday: preteach vocabulary/choice of flashcards

            *Tuesday: fill in notes, peer reading partner

*Wednesday: cut and paste assessment

*Thursday: differentiated stations

*Friday: cut and paste notes.

9.11- 9.14, 2017

This week in Science we will continue or investigation of Rocks and the Rock Cycle as well as investigate the different types of fossils. S6E5

Monday: The Rock Cycle

Students will take notes from a ppt over the Rock cycle. They will also complete (label and color code) a diagram of each stage.

Tuesday: Rock Cycle

Field Trip – Minerals Diamond Del’s Gem Mining

 

Wednesday: Rock Cycle Review Stations

Students will complete 6 review stations about Rocks and the Rock Cycle. Students will work together to complete the stations. They will have a “Read It” station, an “Illustrate It” station, a “Watch It” station, a “Research Station”, a “Organize it Station” and a “Write It” station. We will finish up with a very brief Assessment to track their progress of learning about rocks.

Thursday: Fossils and Law of Superposition

Students will investigate their knowledge of Fossils. We will begin by taking notes over power point. We will then demonstrate the Law of Superposition with clay and shells. We will finish with watching a few video clips about fossils.

Friday: Fossil Review/Rocks and Minerals Review

Students will begin the class with a Rock vocabulary quiz. Students will then review fossils by completing task cards with different questions. We will then have a Q&A section for any additional questions about fossils. If time allows we will watch additional fossil video clips.

*Test over Rocks, Minerals, and Fossils will be Friday, September 14th

Assessment Uses:

Formative and Summative assessments will be used to progress monitor standards mastery and determine which students need additional support.

Types of Assessments:

*Monday: Rock Cycle

*Tuesday: Field Trip – Minerals

*Wednesday: Review stations, station assessment

*Thursday: Clay Models, observation

*Friday: Rock Vocab Quiz, task cards

Differentiated Instruction:

            *Monday:  Rock Cycle

            *Tuesday: Hands on minerals field trip

*Wednesday: differentiated stations, peer partners

*Thursday: visual manipulatives

*Friday: read aloud quiz, peer partners task cards