First Day – 9/4/13 Supplies: Planner, Pencil, Ruler & Science Notebook Independent: In your student planner find the date and record the topic (Notebook

First Day – 9/4/13Supplies: Planner, Pencil, Ruler & Science NotebookIndependent: In your student planner find the date and record the topic (Notebook Setup) for

the subject of science.Independent: Pick up a 3” by 5” index card at the front of the room, number the card 1-6 and

write five things about you that most people don’t know. Lastly, explain how you would spend $10 million. Your responses are secret! Don’t tell anyone! These will be shared later so don’t share something that is too personal. On the back, write your first and last name, parents name and a contact phone number and/or email

Independent: Pick up a piece of white paper to make a name tag. Fold it hotdog style and write your name on both sides in block or bubble letters.

Independent: Follow and listen to instructions on how to set up a science notebook.Table of Contents (Date /Topic / Page)Daily Entries with underlined topic and pages numbered (Cornell Note Taking)Glossary/FormulasIndependent: Record in your notebook - Science Summary (In 4-5 sentences explain what you

learned or have questions about in science today.) Be sure to provide examples and details as you explain your reflection. This is also a great place to write down a question you might have about the science topic.

Group: Share examples of science summaries.

Notebook Setup – 9/5/13Supplies: Planner, Pencil, Ruler, Scientific NotebookIndependent: In your student planner find the date and record the topic

(Organization) for science.Independent: Learning Target I can organize my science notebook by always including

dates of entries, topic of study, science starter (bell work), data table & graphs, glossary & formulas and reflection responses to lesson questions.

Independent: Science Starter Make a list of five naturally occurring catastrophic events and a list of five human caused/made catastrophic events.

Group: Collect, correct (science starter) & pass back notebooks. Independent: Record in your notebook - Science Summary (In 4-5 sentences explain

what you learned or have questions about in science today.) Be sure to provide examples and details as you explain your reflection. This is also a great place to write down a question you might have about the science topic.

Group: Share examples of science summaries.

CE 1.1-1.2 Catastrophic Events -9/6/13Supplies: Planner, Pencil, Ruler, Scientific Notebook, Globe & MapIndependent: student planner CE 1.1-1.2 Catastrophic Events (1 min.)Independent: Learning Target I can provide examples of different scientists and

the tools that they use to study catastrophic events. (4 min.) Independent: Record in your notebook - Science Starter Make a list of five

naturally occurring catastrophic events. (3 min.)Independent: In your notebook create a catastrophic concept map. See example.Independent: On the map of Earth in your notebook use a pencil to mark

locations of catastrophic events. Use an “H” for hurricanes, “T” for tornadoes, “V” for volcanoes and “E” for earthquakes.

Group: Share your ideas from your own concept map and world map.Independent: Update your own concept map and world map in your notebook.Group: glossary.

Catastrophic event, Hurricane, Tornado, Earthquake & VolcanoIndependent: Science Summary Group: Share examples of science summaries.

CE 1.1-1.2 Catastrophic Events -9/9/13Supplies: Planner, Pencil, Ruler, Scientific Notebook, Globe & MapIndependent: student planner CE 1.1-1.2 Catastrophic Events (1 min.)Independent: Learning Target I can provide examples of different scientists and the tools that

they use to study catastrophic events. (4 min.) Independent: Record in your notebook - Science Starter Make a list of threecatastrophic events that may cause other catastrophic events. (3 min.)Independent: Finish Cornell style notes on the topic of C.E. subtopics. Where are they located?

Why do they occur there? Independent: On the map of Earth in your notebook use a pencil to mark locations of

catastrophic events. Use an “H” for hurricanes, “T” for tornadoes, “V” for volcanoes and “E” for earthquakes

Group: Share world maps and update your world map in your notebook.Group: Read - How Scientists Study the Earth pg. 6Group: Read – Views from Space pg. 8Independent: Take Cornell notes on the above two reading articles in your notebook.Group: glossary. Catastrophic event, Hurricane, Tornado, Earthquake & VolcanoIndependent: Science Summary (4-5 Sentences)Group: Share examples of science summaries.

CE 2.1 Storms -9/10/13

Supplies: Planner, Pencil, Ruler, Scientific NotebookIndependent: student planner CE 2.1 Storms (1 min.)Independent: Learning Target I can provide a list of examples of different tools that

scientists use while studying catastrophic events. (4 min.) Independent: Record in your notebook - Science Starter Why do you think that it is

important to study different catastrophic events? Explain. (3 min.)Group: Read - How Scientists Study the Earth pg. 6Group: Read – Views from Space pg. 8Independent: Take Cornell notes on the above two reading articles in your notebook.Independent: Take Cornell notes on the video: Understanding WeatherGroup: glossary. Catastrophic event, Hurricane, Tornado, Earthquake & VolcanoIndependent: Science Summary (4-5 Sentences)Group: Share examples of science summaries.

CE 2.1 Storms -9/11/13Supplies: Planner, Pencil, Ruler, Scientific Notebook & Vortex ModelIndependent: student planner CE 2.1 Storms (1 min.)Independent: Learning Target I understand and can provide an example of how storms

are created and the harm or change they can do to Earth’s surface and atmosphere. (3 min.)

Independent: Science Starter What is density? Order the following liquids based upon density: water, air, oil & helium. Least to greatest. (3 min.)

Independent: Read – Introduction & Getting Started pgs. 12-14Group: Follow Procedures as a class pgs. 14-15Independent: Answer Reflection Questions 1-2 pg. 15Independent: Take Cornell notes on the video: Understanding WeatherGroup: glossary. Hurricane, Hydrosphere, Thunderstorm, Tornado, VortexIndependent: Science Summary (4-5 Sentences)Group: Share examples of science summaries.

CE 2.1 Storms -9/12/13Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 2.1 Storms (1 min.)Independent: Learning Target I understand and can provide an example of how storms

are created and the harm or change they can do to Earth’s surface and atmosphere. (3 min.)

Independent: Science Starter Draw a small picture of a hurricane vortex. Label your drawing with warm air & cold air. Show direction with arrows and explain your model with the word “dense” or “density”. (3 min.)

Independent: Read – Introduction & Getting Started pgs. 12-14Group: Follow Procedures as a class pgs. 14-15 Independent: Answer Reflection Questions 1-2 pg. 15 (10 min.)Independent: Take Cornell notes on the video: Understanding WeatherGroup: glossary. Hurricane, Hydrosphere, Thunderstorm, Tornado, VortexIndependent: Science Summary (4-5 Sentences)Group: Share examples of science summaries.

CE 2.1 Storms -9/13/13Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 2.1 Storms (1 min.)Independent: Learning Target I understand and can explain the differences between

tornadoes and hurricanes. (3 min.) Independent: Science Starter Where else might a vortex occur besides a hurricane or

tornado? Using words and/or pictures provide 3 examples. (i.e. flushing toilet) (3 min.)Independent: Answer Reflection Questions 1-2 pg. 15 (10 min.) Finish DiscussionIndependent: Take Cornell notes on the video: Understanding WeatherIndependent: Read – What is a Vortex? Pg. 18Group: Read & Take Notes “That’s a Fact” pg. 20Group: glossary. Hurricane, Hydrosphere, Thunderstorm, Tornado, VortexIndependent: Science Summary (4-5 Sentences)Group: Share examples of science summaries.

In the Doghouse - 9/16/13

Supplies: Planner, Pencil Independent: student planner In the Doghouse (1 min.)Independent: After teacher instruction, work on the pre-

assessment “In the Doghouse”Independent: You have the entire class period.Independent: If you finish you may read a book or work

on something quietly. No Talking!Group: Collect “In the Doghouse” end of period.Independent: Science Summary (4-5 Sentences)Group: Share examples of science summaries.

CE 2.1 Storms - 9/17/13Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 2.1 Storms (1 min.)Independent: Learning Target I understand the parts that make up the

scientific process. (3 min.) Independent: Science Starter What is the scientific process? Make a list of

the parts that make up the scientific process. (3 min.)Independent: Using a grading rubric & teacher instruction , score “In the

Doghouse” with a red pen.Group: Review “Understanding Weather” video notes.Independent: Read – What is a Vortex? Pg. 18Group: Read & Take (Cornell) Notes “That’s a Fact” pg. 20Group: glossary. Hurricane, Hydrosphere, Thunderstorm, Tornado, VortexIndependent: Science Summary (4-5 Sentences)Group: Share examples of science summaries.

CE 2.1 Storms - 9/18/13Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 2.1 Storms (1 min.)Independent: Learning Target I understand the similarities and differences

between thunderstorms, tornadoes & hurricanes. (3 min.) Independent: Science Starter CE Target Practice 1 (Quiz) pencil only & no use of

science notebook. Thank you.Group: Use a grading rubric, class discussion & teacher instruction to correct

target practice. Red pen only for correctingGroup: Review “Understanding Weather” video notes.Independent: Read – What is a Vortex? Pg. 18Group: Read & Take (Cornell) Notes “That’s a Fact” pg. 20Group: glossary. Hurricane, Hydrosphere, Thunderstorm, Tornado, VortexIndependent: Science Summary (4-5 Sentences)Group: Share examples of science summaries.

CE 2.1 Storms - 9/19/13Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 2.1 Storms (1 min.)Independent: Learning Target I understand the similarities and differences between

thunderstorms, tornadoes & hurricanes. (3 min.) Independent: Science Starter Pick up a red pen (Mr. J’s table)In your notebook go through and mark an “S” next to each science starters, a “T” next to

each learning target and a “X” next to each science summaries.Independent: On your purple notebook score sheet record your totals for each part of your

notebook. So far you should have 8 science starters, 9 learning targets & 10 science summaries.

Independent: Read – What is a Vortex? Pg. 18 – Take Cornell NotesGroup: Read & Take (Cornell) Notes “That’s a Fact” pg. 20Group: Share “That’s a Fact” notes with the class. Group: glossary. Hurricane, Hydrosphere, Thunderstorm, Tornado, VortexIndependent: Science Summary (4-5 Sentences)Group: Share examples of science summaries.

CE 3.1 Heating Earth’s Surfaces - 9/20/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook & Lab EquipmentIndependent: student planner CE 3.1 Heating Earth’s Surfaces (1 min.)Independent: Learning Target I understand that different surfaces on

Earth absorb and retain heat differently. (3 min.) Independent: Science Starter Copy down the following data table on

the next upcoming slide.Group: Read – Introduction, Getting Started & Procedures pgs. 26-30Independent: Use the scientific method as you conduct this experiment.Group: glossary. Atmosphere, radiation, climate, conduction, convection,

gas, ocean, weather, thermal energyIndependent: Science Summary (4-5 Sentences)Group: Share examples of science summaries.

Time (min.)

Water Soil Time (min.)

Water Soil

Start 20.1 20.0 Start 22.3 31.01 20.3 22.5 11 22.3 30.82 20.5 24.0 12 22.4 28.93 21.0 25.5 13 22.3 28.14 21.5 26.0 14 22.3 27.25 21.7 27.5 15 22.3 26.06 21.8 28.5 16 22.2 25.77 22.0 29.5 17 22.2 25.48 22.1 30.3 18 22.2 24.69 22.3 30.8 19 22.2 24.310 22.3 31.0 20 22.2 24.0

Data – CE 3.1 Heating Earth’s Surfaces

Heating: Cooling:

CE 3.1 Heating Earth’s Surfaces

Question: How do different surfaces of Earth absorb the sun’s thermal energy?Hypothesis: If… then… because…Materials:• Notebook & Pencil• 2 Glass Beakers• 2 Thermometers• Heat Lamp• Stop watch• 200 ml soil & water

CE 3.1 Heating Earth’s Surfaces

Procedures:1. Gather materials2. Identify variablesGraph:Conclusion:My hypothesis was…


Supplies: Planner, Pencil, Ruler, Scientific Notebook & Lab EquipmentIndependent: student planner CE 3.1 Heating Earth’s Surfaces (1 min.)Independent: Learning Target I understand that different surfaces on

Earth absorb and retain heat differently. (3 min.) Independent: Science Starter Why does Earth have seasons? Use

pictures and words to describe this phenomenon. Group: Review any unfinished reading in the book.Group: Make a graph showing the data from your lab Heating & Cooling

Earth’s surfaces.Group: glossary. Atmosphere, radiation, climate, conduction, convection,

gas, ocean, weather, thermal energyIndependent: Science Summary (4-5 Sentences)Group: Share examples of science summaries.


Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 3.1 Heating Earth’s Surfaces (1 min.)Independent: Learning Target I understand that different surfaces on Earth absorb

and retain heat differently. (3 min.) Independent: Science Starter Who is Joseph Henry and what is he known for? Why

are weather predictions important?Group: Discuss Heating & Cooling lab data.Group: Answer reflection questions 1.A-E pg. 30Group: Make a graph showing the data from your lab Heating & Cooling Earth’s

surfaces.Group: Where do variable go on a graph? What type of graph should be made?Group: glossary. Atmosphere, radiation, climate, conduction, convection, gas, ocean,

weather, thermal energyIndependent: Science Summary (4-5 Sentences)Group: Share examples of science summaries.


Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 3.1 Heating Earth’s Surfaces (1 min.)Independent: Learning Target I understand that different surfaces on Earth absorb and

retain heat differently. (3 min.) Independent: Science Starter What are the three variables in an experiment? Explain

each type of variable and what it does in the experiment.Group: Discuss Heating & Cooling lab data.Group: Answer reflection questions 1.A-E pg. 30Group: Make a graph showing the data from your lab Heating & Cooling Earth’s surfaces.Group: Individually and as a class finish the scientific method for the Heating & Cooling

Earth’s Surfaces lab.Group: glossary. Atmosphere, radiation, climate, conduction, convection, gas, ocean,

weather, thermal energyIndependent: Science Summary (4-5 Sentences)Group: Share examples of science summaries.


Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 3.1 Heating Earth’s Surfaces (1 min.)Independent: Learning Target I understand that different surfaces on Earth absorb and

retain heat differently. (3 min.)Independent: Science Starter What things contribute to all storms?Independent: Finish conclusion for the Heating & Cooling of Earth’s Surface lab.Group: Answer reflection questions 1.A-E pg. 30Group: As a class discuss reflection questionsGroup: Watch video of salt mine & tornado trainGroup: glossary. Update glossary Atmosphere, radiation, climate, conduction,

convection, gas, ocean, weather, thermal energyIndependent: Science Summary (4-5 Sentences)Group: Share examples of science summaries.

CE 4.1 Temperature of Air – 10/1/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 4.1 Temperature of Air (1 min.)Independent: Learning Target I understand and can demonstrate how changing the

surface temperature changes the air above it. (3 min.)Independent: Science Starter Look at the picture on pg. 31 in your book. What

surfaces reflect and absorb the sun’s radiation? Explain your examples.Group: Update table of contents in your notebook & read introduction pg. 42Group: Read, follow & listen to teacher instructions for CE 4.1 book procedures pgs. 44-45Group: Work together as a group to collect data for CE 4.1 lab.Independent: Finish the components of the scientific process with this lab.Independent: Update glossary heat, temperature, stable air mass, unstable air mass,

gas, atmosphere, sun, oceanIndependent: Science Summary (4-5 Sentences)



surface temperature changes the air above it. (3 min.)Independent: Science Starter Target Practice 3. No notebooks for reference!Group: Share your data and findings from CE 4.1 lab Individual: Finish completing the rest of the scientific process. (Materials, Procedures

(variables) and Conclusion)Group: Answer 4.1 reflection questions 1.A-D & 2. pg. 45Independent: Update glossary heat, temperature, stable air mass, unstable air mass,

gas, atmosphere, sun, oceanIndependent: Science Summary (4-5 Sentences)



surface temperature changes the air above it. (3 min.)Independent: Science Starter What is Earth’s atmosphere? What are the components

that make up Earth’s atmosphere? Look on CE pg. 36 for a reference.Group: Share your data and findings from CE 4.1 lab Individual: Finish completing the rest of the scientific process. (Materials, Procedures

(variables) and Conclusion)Group: Answer 4.1 reflection questions 1.A-D & 2. pg. 45Independent: Update glossary…Update glossary… Update glossary heat, temperature,

stable air mass, unstable air mass, gas, atmosphere, sun, oceanIndependent: Science Summary (4-5 Sentences)

CE 4.2 How Warm Air & Cool Air Move– 10/4/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 4.2 How Warm Air & Cool Air Move (1 min.)Independent: Learning Target I understand and can demonstrate how warm air and cool air

move. (3 min.)Independent: Science Starter Why does some air sink and some air rise? Use pictures

and/or words to describe your answer.Group: Discuss the question & write a hypothesis for CE 4.2 lab.Group: Read procedures and listen to teacher instructions for CE 4.2 lab.Group: Work together to complete lab & take observations of lab.Independent: Finish making the rest of the scientific process for this lab. Independent: Finish completing the rest of the scientific process. (Materials, Procedures

(variables) and Conclusion)Group: Answer 4.2 reflection questions 1.A-E, 2, 3, 4 & 5 pg. 48Independent: Update glossary…Update glossary… Update glossary heat, temperature, stable

air mass, unstable air mass, gas, atmosphere, sun, oceanIndependent: Science Summary (4-5 Sentences)



move. (3 min.)Independent: Science Starter Use your own ruler or use one in the kits to measure the

following using centimeters: A. Diameter of plastic container, B. height of plastic container, C. diameter of convection tube & D. length of convection tube.

Independent: Finish making the rest of the scientific process for this lab. Independent: Finish completing the rest of the scientific process. (Materials, Procedures

(variables) and Conclusion)Group: Work together to Answer 4.2 reflection questions 1.A-E, 2, 3, 4 & 5 pg. 48Independent: Update glossary…Update glossary… Update glossary heat, temperature,




move. (3 min.)

Independent: Science Starter Update your glossary radiation, climate, conduction, convection, gas, ocean, weather, thermal energy, hurricane, thunderstorm, tornado, vortex, catastrophic event, earthquake, volcano, heat, temperature, stable air mass, unstable air mass, atmosphere, sun

Group: Work together to Answer 4.2 reflection questions 1.A-E, 2, 3, 4 & 5 pg. 48Group: Read – Air Masses & What’s the Forecast pgs. 49-53Group: Set up for tomorrow – Lesson 5 Convection Currents in the Air pg. 54Independent: Update glossary…Update glossary… Update glossary heat, temperature,


CE 5.1 Colliding Air Masses– 10/9/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 5.1 Colliding Air Masses (1 min.)Independent: Learning Target I understand what an air mass is and what happens when

different air masses collide. (3 min.)Independent: Science Starter Finish copying down 5.1 observation table and begin writing

hypothesis. Group: Set up Lesson 5 Convection Currents in the Air pg. 54Independent: Draw convection tubes of observations of each experiment.Independent: Finish scientific process for lesson CE 5.1Independent: Update glossary…Update glossary… Update glossary heat, temperature,




different air masses collide. (3 min.)Independent: Science Starter CE 4 Target Practice (This is from Lesson 4.)Independent: Draw convection tubes of observations of each experiment.Independent: Finish scientific process for lesson CE 5.1Independent: 5.1 Reflection Questions 1. A-C Group: Read & Take Cornell Notes – Why Does the Wind Blow?, Weather Fronts & Trouble

in TornadoIndependent: Update glossary…Update glossary… Update glossary air mass, stable &

unstable air mass, weather front & convection currentIndependent: Science Summary (4-5 Sentences)



different air masses collide. (3 min.)Independent: Science Starter Notebook Check 9/19/13 – 10/10/13 (Begin scoring.)

Independent: Finish scientific process for lesson CE 5.1 (materials list & procedures)Independent: 5.1 Reflection Questions pg. 58, 1. A-C (only these three questions!)Group: Read & Take Cornell Notes – Why Does the Wind Blow?, Weather Fronts & Trouble

in Tornado AlleyIndependent: Update glossary…Update glossary… Update glossary air mass, stable &


Science Starter Learning Targets Science Summary Days of School

12/10 pts. 14/10 pts. 16/10 pts. 16


Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 5.1 Colliding Air Masses (1 min.)

HAS MR. JOHNSON SEEN YOUR NOTEBBOOK & SCORE?Independent: Learning Target I understand what an air mass is and what happens when different

air masses collide. (3 min.)Independent: Science Starter Finish these sentences to make them accurate and complete.A. Cold air __________ because it is more __________.B. Warm air __________ because it is less __________. C. When warmer air rises and cooler air sinks causing thermal energy to be transferred this is

known as a __________ current.Group: Share scientific process for lesson CE 5.1 (materials list & procedures)Group: Share 5.1 Reflection Questions pg. 58, 1. A-C Group: Together as a class read & take Cornell notes – Why Does the Wind Blow?, Weather Fronts

& Trouble in Tornado AlleyIndependent: Update glossary…Update glossary… Update glossary air mass, stable & unstable air

mass, weather front & convection currentIndependent: Science Summary (4-5 Sentences)


Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 5.1 Colliding Air Masses (1 min.) HAS MR. JOHNSON SEEN YOUR NOTEBBOOK & SCORE? ABSENT AND MISSED A TARGET PRACTICE?

Independent: Learning Target I understand convection and when different air masses collide it creates wind and spiraling storms. (3 min.)

Independent: Science Starter Finish these sentences to make them accurate and complete.A. __________ breezes happen usually at night when the water is warmer than land.B. __________ breezes happen when the land warms faster than water usually during the day.C. __________ are convection currents between Earth’s equator and poles. D. __________ are narrow tubes of air in the upper troposphere.

Group: Read & take Cornell notes - Weather Fronts pg. 63 & Trouble in Tornado Alley pg. 64Group: Computer simulations demonstrationsGroup: Independent: Update glossary…Update glossary… Update glossary air mass, stable &


CE 6.1 Evaporation & Condensation – 10/16/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 6.1 Evaporation & Condensation (1 min.) HAS MR. JOHNSON SEEN YOUR NOTEBBOOK & SCORE? ABSENT AND MISSED A TARGET PRACTICE?

Independent: Learning Target I understand and can demonstrate why water condenses and evaporates.

Independent: Science Starter Fill in the blank to make them accurate and complete.A. __________ Cool air pushes into a warm air.B. __________ Warm air pushes into cold air.C. __________ Both air masses move toward each other.D. __________ Cool & cold air masses meet and warm air is trapped between.Group: Read introduction & getting started pg. 68 Group: Answer & follow teacher and book procedures for lessons CE 6.1 for labGroup: Independent: Update glossary…Update glossary… Update glossary air pressure, cloud,

evaporation, condensation, vapor, precipitation, melting, freezing, sublimation, transpiration, ground water, water table & water cycle

Independent: Science Summary (4-5 Sentences)

CE 6.2 Air Pressure On Cloud Formation– 10/17/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 6.2 Air Pressure on Cloud Formation(1 min.) HAS MR. JOHNSON SEEN YOUR NOTEBBOOK & SCORE? ABSENT AND MISSED A TARGET PRACTICE?

Independent: Learning Target I understand and can demonstrate how air pressure influences weather & cloud formation.

Independent: Science Starter Make a list without looking in the book on page 68 of the ingredients that are needed to make a cloud.

Group: Finish scientific process for 6.1 & answer reflection questions 1,2 &3 on pg. 71Independent: Draw the Water Cycle and States of Matter diagram. Pg. 72Group: Follow & answer teacher and book procedures for CE 6.2 Cloud Formation pg. 73Group: Independent: Update glossary…Update glossary… Update glossary air pressure, cloud,



CE 6.3 Weather Maps – 10/18/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 6.3 Weather Maps (1 min.) HAS MR. JOHNSON SEEN YOUR NOTEBBOOK & SCORE? ABSENT AND MISSED A TARGET PRACTICE?

Independent: Learning Target I understand and can explain the symbols & components that make up a weather map.

Independent: Science Starter Fill in the blanks to make the following true.A. __________ is associated with cloud formation on a weather map.B. __________ is associated with clear skies on a weather map.C. Black lines with half circles or triangles on a weather map indicate __________.Group: Finish scientific process for 6.1 & 6.2 answer reflection (6.1 1.A-C, pg. 71), (6.2 1. A-D, pg.

74) & (6.3 1. A-F, pg. 75)Independent: Draw the Water Cycle and States of Matter diagram. Pg. 72Group: Read & take Cornell Notes – The Truth About Air pg. 76Group: Independent: Update glossary…Update glossary… Update glossary air pressure, cloud,



CE 6 Temperature, Pressure & Cloud Formation 10/21/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 6 Temperature, Pressure & Cloud Formation (1 min.) HAS MR. JOHNSON SEEN YOUR NOTEBBOOK & SCORE? ABSENT AND MISSED A TARGET PRACTICE?

Independent: Learning Target I understand, can draw and explain the Earth’s water cycle. I can also draw and explain the states of matter of water and how it relates to Earth’s water cycle.

Independent: Science Starter Fill in the blanks to make the following true.A. __________creates more condensation & evaporation.B. __________ particles are needed so that water can __________.C. __________ pressure is usually associated with __________. Group: Draw the Water Cycle and States of Matter diagram. Pg. 72Group: Read & take Cornell Notes – The Truth About Air pg. 76Group: Meteorologist Video & Take Cornell NotesGroup: Independent: Update glossary…Update glossary… Update glossary air pressure, cloud,



CE 7.1 Effect of Temperature on Ocean Currents - 10/22/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 7.1 Effect of Temperature on Ocean Currents (1 min.) HAS MR. JOHNSON SEEN YOUR NOTEBBOOK & SCORE? ABSENT AND MISSED A TARGET

PRACTICE?Independent: Learning Target I understand, can draw and explain why temperature

effects the currents in oceans.Independent: Science Starter Please answer each question.1. Where do hurricanes form on Earth? Why?2. What are meteorologist measuring when they enter the eye of a hurricane?Group: Set up scientific investigation for Ocean Currents and Heating of Earth pg. 80Group: Read & take Cornell Notes – The Truth About Air pg. 76Group: Independent: Update glossary…Update glossary… Update glossary convection,

current, upwelling, potassium permanganate, surface currents, El Nino, La NinaIndependent: Science Summary (4-5 Sentences)

CE 7.1 Effect of Temperature on Ocean Currents - 10/23/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 7.1 Effect of Temperature on Ocean Currents (1 min.) HAS MR. JOHNSON SEEN YOUR NOTEBBOOK & SCORE? ABSENT AND MISSED A TARGET

PRACTICE?Independent: Learning Target I understand, can draw and explain why temperature effects

the currents in oceans.Independent: Science Starter Finish writing your procedures & conclusion for yesterdays

labs on heating the globe and ocean currents.Group: Set up scientific investigation for the Effect of Temperature on Ocean Currents pg. 83Group: Read & take Cornell Notes – The Truth About Air pg. 76Group: Independent: Update glossary…Update glossary… Update glossary convection,


CE 7.2 Investigating Surface Currents - 10/28/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 7.2 Investigating Surface Currents (1 min.) HAS MR. JOHNSON SEEN YOUR NOTEBBOOK & SCORE? ABSENT AND MISSED A TARGET

PRACTICE?Independent: Learning Target I understand and can explain how the ocean and surface

currents influence weather.Independent: Science Starter Finish writing your procedures & conclusion from last weeks

labs on Effects of Temperature on Ocean Currents.Group: Set up scientific investigation for the Investigating Surface Currentspg. 88Group: Read & take Cornell Notes – The Truth About Air pg. 76Independent: Answer Reflection Questions 1. A-C & 2. A-C pg. 91Independent: Read & Cornell Notes – El Nino Stirs up the World’s Weather pg. 92Group: Independent: Update glossary…Update glossary… Update glossary convection,


CE 7.2 Investigating Surface Currents - 10/29/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 7.2 Investigating Surface Currents (1 min.) Catastrophic Storms Unit Test Thursday, October 31Independent: Learning Target I understand and can explain what causes ocean

currents.Independent: Science Starter Target Practice 7 Group: Correct T.P. 7 with a red pen and turn in to the teacher.Independent: Answer Reflection Questions 1. A-C & 2. A & C pg. 91Independent: Read & Cornell Notes – El Nino Stirs up the World’s Weather pg. 92Group: Read & take Cornell Notes – The Truth About Air pg. 76Group: Independent: Update glossary…Update glossary… Update glossary convection,


CE 8 Storms Review - 10/30/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook

Independent: student planner CE 8 Storms Review (1 min.)

Catastrophic Storms Unit Test Thursday,

October 31Independent: Learning Target I

understand and can explain

what causes weather and storms.

Independent: Science Starter Update glossary & read El Nino Stirs Up the World’s Weather pg.92

1. Science2. Catastrophic event3. Weather4. Climate5. Thunderstorm6. Hurricane7. Tornado8. Volcano9. Earthquake10. Vortex11. Meteorologist12. Atmosphere13. Air14. Air pressure15. Cloud16. Vapor17. Precipitation18. Evaporation19. Condensation20. Transpiration21. Hydrosphere22. Radiation

23. Conduction24. Convection25. States of matter (gas, liquid, solid)26. Mass27. Matter28. Weight29. Volume30. Air masses31. Stable air mass32. Unstable air mass33. Convection current34. Weather front35. Temperature36. Heat37. Sun38. Ocean39. Land40. Current41. Upwelling

Group: Weather Jeopardy


CE 1.1 – CE 8 Unit Test - 10/31/13

• Need additional paper for the short answer questions? Have some available and staple to your test.

• If you finish the test early please have something else to work on like a book to read.

• Have you looked over your responses?• Don’t you have to be here anyway? Why not

double check your answers. Where else do you have to be? Do well!

• What grade will you earn?• If you’ve read all of this and want to use your

notebook as a reference then feel free. I would! Happy Halloween!

THE BODY SNATCHERS- 11/1/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook

Independent: student planner THE BODY SNATCHERS (1 min.)

Did you miss the Catastrophic Storms Unit Test Thursday, October 31? See me!

Independent: Learning Target I understand what parasites are and I can provide an example of a parasite and where it lives.

Independent: Science Starter Brief Class Discussion• This video is about parasites that feed off of other living things.• The purpose of this video is to educate students about the microscopic

world of parasitic organisms. Independent: Science Summary (4-5 Sentences)

CE 10.1 Thinking About Earthquakes - 11/4/13Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 10.1 Thinking About Earthquakes (1 min.) Did you miss the Catastrophic Storms Unit Test Thursday, October 31? See me!Independent: Learning Target I understand what an earthquake is and where

some occur.Independent: Science Starter Where are earthquakes likely to occur? Provide an

example of an earthquake location.Group: Introduction & Getting Started (CE Concept Map) pgs. 114-115 Group: Answer Procedure questions 1.A-E, 2, 3, 4, 5 & 6Group: Video on earthquakes.Independent: CE 10.1 Reflection Questions 1, 2. A-D, 3 & 4 pg. 117Independent: Read – Myths About Earthquakes pgs. 118-119Independent: Update glossary…New words… Update glossary constructive,

destructive, fault, lithosphere, core, crust, mantle, earthquake, seismologist, geologist, geology


CE 11.1 Testing the Motion of Waves - 11/5/13Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 11.1 Testing the Motion of Waves (1 min.) Yes! The end of 1st quarter! The beginning of 2nd quarter! Fresh start for all!Independent: Learning Target I know that there are different types of earthquake waves

and I know the characteristics of each type of wave.Independent: Science Starter What is an earthquake? What causes an earthquake?

What are the destructive affects of an earthquake? What are the positive affects of an earthquake?

Group: Introduction & Getting Started pgs. 120-121Group: Answer & Follow Procedures 1-22 pgs. 122-126Independent: Use scientific process for this labIndependent: Answer reflection questions 1.A-C & 2.A&B pg.127Independent: Read – Myths About Earthquakes pgs. 118-119Independent: Update glossary…New words… Update glossary constructive, destructive,

fault, lithosphere, core, crust, mantle, earthquake, seismologist, geologist, geology, p-wave, s-wave, compression wave, transverse wave, rarefaction


CE 11.1 Testing the Motion of Waves - 11/6/13Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 11.1 Testing the Motion of Waves (1 min.) Yes! The end of 1st quarter! The beginning of 2nd quarter! Fresh start for all!Independent: Learning Target I know that there are different types of earthquake

waves and I know the characteristics of each type of wave.Independent: Science Starter What is the difference between a P-wave and an S-

wave? List two characteristics.Independent: Use scientific process for this labIndependent: Answer reflection questions 1.A-C & 2.A&B pg.127 Discuss as a ClassIndependent: Read – Myths About Earthquakes pgs. 118-119Independent: Update glossary…New words… Update glossary constructive,

destructive, fault, lithosphere, core, crust, mantle, earthquake, seismologist, geologist, geology, p-wave, s-wave, compression wave, transverse wave, rarefaction


CE 11.2 Designing & Building an Earthquake Resistant House - 11/7/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 11.2 Designing & Building an Earthquake Resistant

House (1 min.) Yes! The end of 1st quarter! The beginning of 2nd quarter! Fresh start for all!Independent: Learning Target I know that there are different types of material that

make up Earth’s crust and offer better resistance to earthquakes.Independent: Science Starter 11.1 Reflection Questions 1.A-C & 2.A&B pg.127 Group: Read Designing Earthquake Resistant Buildings pgs.130-133Group: In your group share each of your plans to create one group plan/structure.Group: Answer Procedure 7 Questions before you build A-D pg.129Independent: Answer Procedure 8 Questions & Evaluate your design A-E pg.129 Independent: Read – Myths About Earthquakes pgs. 118-119Independent: Update glossary…New words… Update glossary constructive,

destructive, fault, lithosphere, core, crust, mantle, earthquake, seismologist, geologist, geology, p-wave, s-wave, compression wave, transverse wave, rarefaction


CE 11.2 Designing & Building an Earthquake Resistant House - 11/8/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 11.2 Designing & Building an Earthquake Resistant House

(1 min.) It’s a new quarter! Did you know that you have an A in class? What will you do to maintain

that A?Independent: Learning Target I know that there are different types of material that make

up Earth’s crust and offer better resistance to earthquakes.Group: Science Starter Share your building plan & get ready to build!What is Veterans Day? Why is it celebrated? Let’s find out!http://

www.history.com/topics/history-of-veterans-day/videos#bet-you-didnt-know-veterans-day

Group: Answer Procedure 7 Questions before you build A-D pg.129Independent: Answer Procedure 8 Questions & Evaluate your design A-E pg.129 Independent: Update glossary…New words… Update glossary constructive, destructive,

fault, lithosphere, core, crust, mantle, earthquake, seismologist, geologist, geology, p-wave, s-wave, compression wave, transverse wave, rarefaction


http://www.history.com/topics/history-of-veterans-day/videos#bet-you-didnt-know-veterans-day




CE 12.1 Recording Vibrations - 11/12/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 12.1 Recording Vibrations (1 min.) Did you know that you have an A in class? What will you do to maintain that A?Independent: Learning Target I understand and can demonstrate how

seismographs are used to record Earth’s vibrations. Group: Science Starter What Earth material is the best to build on to resist

damage to surface structures? Where would be the safest location on land in the event of an earthquake?

Group: Read Introduction & Getting Started pgs. 134-135Group: Answer and follow all procedures from teacher and book.

(Remember: Direction, Distance & Force)Independent: Answer Reflection Questions 1.A-C & 2.A-D pg. 141Independent: Update glossary…New words… Update glossary lithosphere,

aftershock, epicenter, focus, seismoscope, seismometer, seismograph, seismogram


CE 12.2 Reading a Seismogram - 11/13/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 12.2 Reading a Seismogram (1 min.) Did you know that you have an A in class? What will you do to maintain that A?

Independent: Learning Target I understand and can identify different marks and parts that make up a seismogram.

Group: Science Starter Why is it important for scientist to record earthquake vibrations? If you were to see p-waves on a seismogram how might they be different than s-waves?

Group: 1964 Alaska video segmentGroup: Answer and follow all procedures from teacher and book. Pgs.142-144

Your group will be starting at procedure 4Independent: Answer Reflection Questions 1.A-C & 2.A&B pg. 145Independent: Update glossary…New words… Update glossary lithosphere,

aftershock, epicenter, focus, seismoscope, seismometer, seismograph, seismogram


CE 12.2 Reading a Seismogram - 11/14/13Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 12.2 Reading a Seismogram (1 min.) Did you know that you have an A in class? What will you do to maintain that A?

Independent: Learning Target I understand and can identify different marks and parts that make up a seismogram.

Group: Science Starter CE Target Practice 10Group: Answer and follow all procedures from teacher and book.

Pgs.142-144 Your group will be starting at procedure 4Independent: Answer Reflection Questions 1.A-C & 2.A&B pg. 145Independent: Update glossary…New words… Update glossary

lithosphere, aftershock, epicenter, focus, seismoscope, seismometer, seismograph, seismogram, amplitude, trough, crest, compression wave, rarefaction wave, frequency, hertz


CE 12.3 Locating Epicenters - 11/15/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 12.3 Locating Epicenters (1 min.) Did you know that you have an A in class? What will you do to maintain that A?

Independent: Learning Target I understand and can demonstrate how to locate an earthquake epicenter.

Group: Science Starter CE Target Practice 12.2Group: Answer and follow all procedures from teacher and book. Pgs.148-151Independent: Answer Reflection Questions 2. A-C pg.151Independent: Update glossary…New words… Update glossary lithosphere,

aftershock, epicenter, focus, seismoscope, seismometer, seismograph, seismogram, amplitude, trough, crest, compression wave, rarefaction wave, frequency, hertz


CE 12.3 Locating Epicenters - 11/18/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 12.3 Locating Epicenters (1 min.) What are you doing right now to maintain your grade?Independent: Learning Target I understand and can demonstrate how to

locate an earthquake epicenter.Group: Science Starter How many seismograph stations do you need to find

an epicenter? Why is it helpful to know the time difference between the p-wave & s-wave on a seismogram?

Group: Answer and follow all procedures from teacher and book. Pgs.148-151

Independent: Answer Reflection Questions 2. A-C pg.151Independent: Update glossary…New words… Update glossary lithosphere,

aftershock, epicenter, focus, seismoscope, seismometer, seismograph, seismogram, amplitude, trough, crest, compression wave, rarefaction wave, frequency, hertz


CE 13.1 Plotting Earthquakes - 11/19/13Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 13.1 Plotting Earthquakes (1 min.) What are you doing right now to maintain your grade?Independent: Learning Target I understand the difference between latitude &

longitude and can locate places on a map.Group: Science Starter How do scientists record earthquakes? What do scientists

need to know on a seismogram in order to locate earthquake locations? What else is needed to find the epicenter? Why is it important to find earthquake epicenters?

Group: Read Introduction & Objectives For This Lesson pg. 154Group: Answer and follow all procedures from teacher and book. Pgs. 156Independent: Answer Reflection Questions 1. A&B pg. 158Independent: Read Magnitude & Intensity pgs. 159-162Independent: Update glossary…New words… Update glossary plate tectonic theory, magnitude, intensity, latitude, longitude, cardinal direction Independent: Science Summary (4-5 Sentences)

CE 13.1 Plotting Earthquakes - 11/20/13Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 13.1 Plotting Earthquakes (1 min.) Independent: Learning Target I understand and can explain the difference between magnitude

and intensity.Independent: Science Starter CE Target Practice 12.3Independent: Notebook Check 11/05/13 through 11/19/13 (CE 11.1- CE 13.1)

Independent: Finish plotting earthquakes on your world mapIndependent: Answer Reflection Questions 1. A&B pg. 158Group: Read Magnitude & Intensity pgs. 159-162Independent: Update glossary…New words… Update glossary plate tectonic theory, magnitude, intensity, latitude, longitude, cardinal direction Independent: Science Summary (4-5 Sentences)

Category Grading Instructions (Red Pen) PointsScience Starter mark with a “S”, 1 point each 8/5 Learning Target mark with a “T”, 1 point each 10 Science Summary mark with a “X”, 1 point each (4-5 sentences) 10 Questions/Data Tables/Graphs labeled & attached no marks, 1-4 points 4 Table of Contents no marks, 1-4 points 4 Glossary/Formulas no marks, 1-4 points 4 Neatness/Organization no marks, 1-4 points 4 Total 44/41

CE 13.1 Plotting Earthquakes - 11/21/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 13.1 Plotting Earthquakes (1 min.) Did you miss yesterday? Make sure you fill turn in a notebook check sheet.Independent: Learning Target I understand and can explain the difference

between magnitude and intensity.Independent: Science Starter Which states in the U.S. are more likely to have

earthquakes? Why are these states more likely to have an earthquake?Independent: Answer Reflection Questions 1. A&B pg. 158Group: Read Magnitude & Intensity pgs. 159-162Group: Modified Mercalli Intensity Scale simulationGroup: Video - Continents AdriftIndependent: Update glossary…New words… Update glossary plate tectonic theory, magnitude, intensity, latitude, longitude, cardinal

direction Independent: Science Summary (4-5 Sentences)

CE 14.1 Examining the Earth’s Interior - 11/22/13Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 14.1 Examining the Earth’s InteriorForget somthing? Make sure you turn in a notebook check sheet. Quiz?Independent: Learning Target I understand and can draw the different layers

that make up the interior of Earth.Independent: Science Starter What’s the difference between Richter Scale

and Modified Mercalli Intensity Scale?Group: Video - Continents AdriftGroup: Answer CE 14.1 QuestionsGroup: Read – The Earth’s Interior pg.167 (draw & label)Independent: Update glossary…New words… Update glossary plate tectonic theory, tectonic plate, magnitude, amplitude, intensity,

divergent, convergent, subduction, transform, ridge, mountain, volcano, trench, fault


CE 15.1 Simple Model of Plate Movement - 11/25/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 15.1 Simple Model of Plate MovementForget something? Quiz? Notebook Score Sheet? Visit me at Core ExtensionIndependent: Learning Target I can demonstrate my knowledge of the different

types of plate boundaries through simple models and explanation. Independent: Science Starter Read – Using Waves to Explore the Earth’s Interior

pgs. 168-169. Explain how scientists know what the bottom of the ocean looks like. Then, explain how scientists know that certain layers of Earth are liquid or solid.

Group: Read introduction & procedures pgs. 170-175Group: Answer CE 15.1 Reflection Questions 1.A-I & 2 (Draw top picture pg.175)Independent: Update glossary…New words… Update glossary plate tectonic theory, tectonic plate, magnitude, amplitude, intensity, divergent,

convergent, subduction, transform, ridge, mountain, volcano, trench, faultIndependent: Science Summary (4-5 Sentences)

CE 15.2 Using the Moving Plates Model- 11/26/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 15.2 Using the Moving Plates ModelJOKE ALERT: Which side of the turkey has the most feathers?Independent: Learning Target I understand there are different types of plate

boundaries and I can demonstrate each type using a model.Independent: Science Starter Without looking in your notes make a list of

the four types of plate boundaries and what land feature is found there.Group: Share CE 15.1 Reflection Questions 1. A-I & 2 pgs. 174-175Group: Follow teacher and book procedures 1-11 pgs. 176-178 Group: Answer CE 15.2 Reflection Questions 1. A-F pg. 178Independent: Update glossary…New words… Update glossary plate tectonic theory, tectonic plate, magnitude, amplitude, intensity,



CE 15.2 Using the Moving Plates Model- 11/27/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 15.2 Using the Moving Plates ModelJOKE ALERT: Why did the turkey cross the road?Independent: Learning Target I understand there are different types of plate

boundaries and I can demonstrate each type using a model.Independent: Science Starter Target Practice 15Group: Follow teacher and book procedures 1-11 pgs. 176-178 Group: Answer CE 15.2 Reflection Questions 1. A-F pg. 178Independent: Update glossary…New words… Update glossary plate tectonic theory, tectonic plate, magnitude, amplitude, intensity,



CE 15.3 Investigating Faults With Models - 12/02/13Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 15.3 Investigating Faults With ModelsForget something? Quiz? Notebook Score Sheet? Visit me at Core ExtensionIndependent: Learning Target I understand transform plate boundaries and I

can demonstrate how they work using a model.Independent: Science Starter What type of plate boundary do we live near?

What type of plate boundary exists on the East Coast of North America? What type of plate boundary do they have in California?

Watch Angela Duckworth`Group: Follow teacher and procedures pgs. 179-184Independent: Follow Scientific ProcessGroup: Answer CE 15.3 Reflection Questions 1. A-D & 2 pg. 185Independent: Update glossary…New words… Update glossary plate tectonic theory, tectonic plate, magnitude, amplitude, intensity, divergent,

convergent, subduction, transform, ridge, mountain, volcano, trench, faultIndependent: Science Summary (4-5 Sentences)

http://tweentribune.com/teen/do-test-scores-predict-success

http://tweentribune.com/teen/do-test-scores-predict-success

CE 15.3 Investigating Faults With Models - 12/03/13Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 15.3 Investigating Faults With ModelsForget something? Quiz? Notebook Score Sheet? Visit me at Core ExtensionIndependent: Learning Target I understand transform plate boundaries and I

can demonstrate how they work using a model.Independent: Science Starter What is success? What do you have to do to be

successful? Provide three examples of success.Group: Follow teacher and procedures pgs. 179-184Independent: Follow Scientific ProcessGroup: Answer CE 15.3 Reflection Questions 1. A-D & 2 pg. 185Independent: Update glossary…New words… Update glossary plate tectonic theory, tectonic plate, magnitude, amplitude, intensity,



CE 15.3 Investigating Faults With Models - 12/04/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 15.3 Investigating Faults With ModelsForget something? Quiz? Notebook Score Sheet? Visit me at Core ExtensionIndependent: Learning Target I understand transform plate boundaries and I

can demonstrate how they work using a model.Independent: Science Starter Make a T-chart to categorize objects that are

brittle or ductile. (glass, pencil, basketball, rock, paperclip, rubber band, concrete)

Group: 10 minutes to finish collecting data & averaging data from trials.Independent: Finish Scientific Process & include graph in your notebookGroup: Answer CE 15.3 Reflection Questions 1. A-D & 2 pg. 185Independent: Update glossary…New words… Update glossary plate tectonic theory, tectonic plate, magnitude, amplitude, intensity,



CE 15.3 Investigating Faults With Models - 12/05/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 15.3 Investigating Faults With ModelsForget something? Quiz? Notebook Score Sheet? Visit me at Core ExtensionIndependent: Learning Target I understand and can demonstrate how to

write a scientific process conclusion.Independent: Science Starter In your notebook write a scientific conclusion

to support CE 15.3 Investigating Faults With Models.Group: Answer CE 15.3 Reflection Questions 1. A-D & 2 pg. 185Independent: Create 3-5 questions for the San Andreas Fault video. Independent: Update glossary…New words… Update glossary plate tectonic theory, tectonic plate, magnitude, amplitude, intensity,



CE Engineering Earthquakes- 12/06/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE Engineering EarthquakesForget something? Quiz? Notebook Score Sheet? Visit me at Core ExtensionIndependent: Learning Target I understand, can explain and demonstrate

why tectonic plates move because of convection in the mantle.Independent: Science Starter The greater the frictional resistance in a

transform plate boundary the greater the __________. Objects that flex and absorb more energy are considered __________. Objects that don’t absorb energy and don’t bend or stretch are considered __________.

Group: Review QuestionsIndependent: Update glossary…New words… Update glossary Convection current, crust, heat, mantle, lithosphere, Independent: Science Summary (4-5 Sentences)

CE 16.1 Convection in the Mantle - 12/09/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 16.1 Convection in the MantleForget something? Quiz? Notebook Score Sheet? Visit me at Core ExtensionIndependent: Learning Target I understand, can explain and demonstrate why

tectonic plates move because of convection in the mantle.Independent: Science Starter Identify the manipulated (independent) and

responding (dependent) variables in the following cases.1. Athletes who do not get enough sleep the night before will not run as fast the

next day.2. The amount of rain fall in an area lowers the incidence of wildfires.3. Covering a scrape with a band-aid decreases healing time.Group: Follow scientific process for CE 16.1 Convection in the Mantle pg. 192Independent: Reflection questions 1. A-C & 2. A & B pg. 193Independent: Update glossary…New words… Update glossary Convection current, crust, heat, mantle, lithosphere, Independent: Science Summary (4-5 Sentences)

CE 16.1 Convection in the Mantle - 12/10/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 16.1 Convection in the MantleForget something? Quiz? Notebook Score Sheet? Visit me at Core ExtensionIndependent: Learning Target I understand, can explain and demonstrate why

tectonic plates move because of convection in the mantle.Independent: Science Starter Identify the manipulated (independent) and

responding (dependent) variables in the following cases.1. Taking notes in science class improves test scores.2. Washing hands after using the bathroom decreases the spread of germs that

cause illness. 3. Students that have more grit (perseverance) are more successful in life.Group: Finish scientific process for CE 16.1 Convection in the Mantle pg. 192Independent: Reflection questions 1. A-C & 2. A & B pg. 193Independent: Update glossary…New words… Update glossary Convection current, crust, heat, mantle, lithosphere, Independent: Science Summary (4-5 Sentences)

CE Earthquake Test Review - 12/11/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE Earthquake Test ReviewForget something? Quiz? Notebook Score Sheet? Visit me at Core ExtensionIndependent: Learning Target I can explain and demonstrate my knowledge of

things related to the causes and affects of earthquakes.Independent: Science Starter Create 3 examples cases Identifying the

manipulated (independent) and responding (dependent) variables.I.e. Students that have more grit (perseverance) are more successful in life.

manipulated respondingGroup: Finish scientific process for CE 16.1 Convection in the Mantle pg. 192Group: Share individual conclusionsGroup: Work together to review, record and present assigned Earthquake Review

QuestionsIndependent: Science Summary (4-5 Sentences)

Lava Lamp Assessment - 12/12/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook, Extra 3-hole Line Paper Independent: student planner Lava Lamp AssessmentGoing to be gone next week? Take the Final Earthquake Unit Test now! See me.Independent: Learning Target I can explain and demonstrate my knowledge of

the scientific processIndependent: Science Starter Please have a piece of 3-hole line paper to access if

you need additional space to write your responses.Independent: If you finish early you may work by yourself on Earthquake Test

Questions quietly or read quietly. Tomorrow (Friday) we’ll complete the final posters and turn in.


CE Earthquake Test Review - 12/13/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE Earthquake Test ReviewGoing to be gone next week? Take the Final Earthquake Unit Test now! See me.Independent: Learning Target I can explain and demonstrate my knowledge of things related to

the causes and affects of earthquakes.Independent: Science Starter Be prepared with your ideas to support your group in answering

the Earthquake Test Review Questions ThreeGroup: Work on 3 assigned essential questions• 8 1/2” X 11” paper• Question clearly stated on mini-poster• Use bullets• Pictures & diagrams• Real-world examples• Use pencil (go over in pen)• Neat & organized• Easy to follow• Labeled pictures• Be prepared to present your poster to the class.Independent: Science Summary (4-5 Sentences)

CE Earthquake Test Review Mini-Poster Presentation 12/16/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE Earthquake Test Review Mini-Poster

PresentationsForget something? Quiz? Notebook Score Sheet? Visit me at Core ExtensionIndependent: Learning Target I can explain and demonstrate my knowledge

of things related to the causes and affects of earthquakes.Group: Science Starter In your group finish any poster details regarding your

CE Earthquake Test Review Questions that you will be presenting.Group: If you are finished with your posters then show me your work. Group: Practice presenting questions & answers for review questions.Group: Each group needs to be ready to share their information to the class. Independent: People in the audience should be updating their science

notebook so that they are prepared for the upcoming Earthquake Unit Test. (Test on Wednesday 12/18/13


CE Earthquake Test Review Mini-Poster Presentation 12/17/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE Earthquake Test Review Questions/AnswersForget something? Quiz? Notebook Score Sheet? Visit me at Core ExtensionIndependent: Learning Target I can explain and demonstrate my knowledge

of things related to the causes and affects of earthquakes.Group: Science Starter In your notebook set up a spot where you can write

answers to the 18 CE Earthquake Test Review Questions.Group: We’ll be presenting in order so if you’re a lower number then be

ready. Group: Take notes if you’re the audience.Group: Questions? Save them for the end of class.Independent: People in the audience should be updating their science

notebook so that they are prepared for the upcoming Earthquake Unit Test. (Test on Wednesday 12/18/13


CE Earthquake Test 12/18/13Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE Earthquake TestDo you have your notebook with you? You can use it as a

resource today.Independent: Learning Target I can explain and demonstrate my

knowledge of things related to the causes and affects of earthquakes.

Independent: Science Starter You may use additional paper for this test. Have some ready.

Independent: Please keep your test when you finish. I’ll collect later.

Independent: Have something to work on if you finish early.Independent: Science Summary (4-5 Sentences)

CE 18.1 Thinking About Volcanoes 12/19/13Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 18.1 Thinking About Volcanoes Forget something? Test? Don’t leave it for after the Winter Break. See me.Independent: Learning Target I can provide examples of how volcanoes are constructive

and destructive. Group: Science Starter The driving force behind all earthquakes is heat from the

inner/outer core causing __________ in the mantle. The driving force behind all weather related storms is convection caused by heat from the __________.

•http://www.youtube.com/watch?v=qH-ac6wDeN8

•Group: Describe the constructive and destructive attributes of volcanoes using a T chart.

Group: Read – Volcanoes: Help or Hindrance? Pgs. 206-209Group: Volcanoes (Take Cornell notes on the following subtopics)• Instruments that monitor volcanoes• Signs of future eruptions• Causes of volcanoes• Effects of volcanic eruptions Independent: Science Summary (4-5 Sentences)

http://www.youtube.com/watch?v=qH-ac6wDeN8

Stuff Happens – Bill Nye 12/20/13

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner Stuff Happens – Bill NyeIndependent: Learning Target I can provide examples of

materials that can be recycled and used for` other uses.Group: Science Starter List a list of items at your household that

you and your family recycle.Group: As you watch this video add to your list of items that could be recycled and be ready to share after the video.


HAPPY HOLIDAYS! Be safe. See you next year!

CE 18.1 Thinking About Volcanoes 01/06/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 18.1 Thinking About Volcanoes Forget something? Test? Did you take the Earthquake Test?. See me.Independent: Learning Target I can provide examples of how volcanoes are constructive

and destructive. Group: Science Starter Did you use any science the last two weeks? What are three

things that you did over Winter Break that had some connection to science?Group: Raging Planet – Volcanoes Introduction

Group: Volcanoes (Take Cornell notes on the following subtopics)

• Instruments that monitor volcanoes• Signs of future eruptions• Causes of volcanoes• Effects of volcanic eruptions Independent: Science Summary (4-5 Sentences)

CE 19.1 Investigating Magma & New Landforms 01/07/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 19.1 Investigating Magma & New

LandformsForget or missing something? Visit me at Core ExtensionIndependent: Learning Target I understand, can explain and demonstrate

how magma influences surface changes on earth.Independent: Science Starter List the four tools that volcanologists use to

monitor volcanoes.Group: Read introduction and follow procedures starting on pg. 210Independent: Use the scientific process before you complete CE 19.1Independent: Answer Reflection Questions 1-4 on pg. 214Independent: Update glossary…New words… Update glossary Volcano, magma, lava, eruption, landmass, landslidesIndependent: Science Summary (4-5 Sentences)


Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 19.1 Investigating Magma & New

LandformsForget or missing something? Visit me at Core ExtensionIndependent: Learning Target I understand, can explain and demonstrate

how magma influences surface changes on earth.Independent: Science Starter Target Practice 18Group: Read introduction and follow procedures starting on pg. 210Independent: Use the scientific process before you complete CE 19.1Independent: Answer Reflection Questions 1-4 on pg. 214Independent: Update glossary…New words… Update glossary Volcano, magma, lava, eruption, landmass, landslidesIndependent: Science Summary (4-5 Sentences)


Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 19.1 Investigating Magma & New LandformsForget or missing something? Visit me at Core ExtensionIndependent: Learning Target I understand, can explain and demonstrate how

magma influences surface changes on earth.Independent: Science Starter Make a list of some of the signs and tools used that

help volcanologists predict a volcanic eruption? Independent: Finish the scientific process for CE 19.1Group: What geothermal phenomenon's exist? What causes these geothermal

events?Independent: Prepare for CE 19.2 Investigating Lava & New Landforms using the

scientific process.Independent: Update glossary…New words… Update glossary Volcano, magma, lava, eruption, landmass, landslides, caldera, geysers, fumaroles,

mud pot`Independent: Science Summary (4-5 Sentences)

CE 19.2 Investigating Lava & New Landforms 01/10/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 19.2 Investigating Lava & New LandformsForget or missing something? Visit me at Core ExtensionIndependent: Learning Target I understand, can explain and demonstrate how

lava influences surface changes on earth.Independent: Science Starter What three things help volcanologists predict

volcanic eruptions? 1. 2. 3.Independent: Read & Look at the pictures on pgs. 215 & 216 and explain what

happened in each illustration.Group: Read and follow teachers directions for CE 19.2 on pgs. 217-219Independent: Use the scientific process to complete CE 19.2. Make sure you have

a question, hypothesis and observation table before you begin this lab.Independent: Update glossary…New words… Update glossary Magma, lava, Aa, pahoehoe, pillow lava, basalt

Independent: Science Summary (4-5 Sentences) GO SEAHAWKS!

CE 19.2 Investigating Lava & New Landforms 01/13/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 19.2 Investigating Lava & New LandformsForget or missing something? Visit me at Core ExtensionIndependent: Learning Target I understand, can explain and demonstrate how lava

influences surface changes on earth.Independent: Science Starter Lava that flows into water and cools is called

_____A_____. _____B_____ is lava that has a rough or jagged surface when it solidifies. Lava that is smooth and has a flowing appearance when solidified is called _____C_____. Igneous rock called _____D_____ is dark volcanic rock that forms when lava cools.

Group: Share out Hypothesis and Observation table with class.Independent: Materials list and Procedures and then go see Mr. J. for credit. Independent: Finish your ConclusionIndependent: Read “An Island is BornIndependent: Update glossary…New words… Update glossary Magma, lava, Aa, pahoehoe, pillow lava, basalt, viscosityIndependent: Science Summary (4-5 Sentences)

CE 20.1 Investigating Viscosity and Volcano Types 01/14/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 20.1 Investigating Viscosity & Volcano TypesIndependent: Learning Target I understand, can explain and demonstrate how

viscosity influences the shape of volcanoes. Independent: Science Starter Why do volcanoes have different shapes and sizes?

List several reasons to explain volcano formation.Group: Read Introduction & Getting Started pgs. 224-225Independent: Follow teacher and book procedures. Independent: Make a hypothesis and observation table before you begin.Independent: Read “An Island is Born pg. 221Independent: Update glossary…New words… Update glossary Magma, lava, Aa, pahoehoe, pillow lava, basalt, viscosity, lahar, pyroclastic flowIndependent: Science Summary (4-5 Sentences)



viscosity influences the shape of volcanoes. Independent: Science Starter What are the three types of volcanoes? Group: Finish CE 20.1 Lab Group: Share data & enter into classroom data tableIndependent: Finish scientific process (materials, procedures & conclusion)Independent: Graph classroom dataIndependent: Update glossary…New words… Update glossary Magma, lava, Aa, pahoehoe, pillow lava, basalt, viscosity, lahar, pyroclastic flowIndependent: Science Summary (4-5 Sentences)

See You at the McTakeover!



viscosity influences the shape of volcanoes. Independent: Science Starter Mount Rainier is a __________ volcano. __________

volcanoes make up the Hawaiian Islands. Wizard Island located in the middle of Crater Lake, Oregon is a __________ volcano.

Independent: Finish scientific process (materials, procedures & conclusion)Independent: Graph classroom data (What kind of graph will you make?)Independent: Read – Help or Hindrance? Pgs. 229-231Group: Categorize pictures of volcanoes by typeIndependent: Update glossary…New words… Update glossary Magma, lava, Aa, pahoehoe, pillow lava, basalt, viscosity, lahar, pyroclastic flowIndependent: Science Summary (4-5 Sentences)

It was nice to see you at the McTakeover!

CE 21.1 Observing Igneous Rocks 01/22/14Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 21.1 Observing Igneous RocksIndependent: Learning Target I know what igneous rock is and I understand and

can explain the differences between igneous rocks.Independent: Science Starter CE Target Practice 19Group: Read Introduction & Getting Started pgs. 232-233Independent: Follow teacher and procedure directions 1-5Group: Use CE 21.1 Observation Table to study Rocks 1-5Independent: Answer Reflection Questions 1-3 pg. 235Independent: Read – Volcanoes: Roaring Demons, Raging Giants pgs. 236-239Independent: Update glossary…New words… Update glossary Shield volcano, composite volcano, cinder cone, igneous, intrusive, extrusiveIndependent: Science Summary (4-5 Sentences)

CE 21.1 Observing Igneous Rocks 01/23/14Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 21.1 Observing Igneous RocksIndependent: Learning Target I know what igneous rock is and I understand and

can explain the differences between igneous rocks.Independent: Science Starter CE Target Practice 20Group: Finish using CE 21.1 Observation Table to study Rocks 1-5Independent: Answer Reflection Questions 1-3 pg. 235Independent: Read – Volcanoes: Roaring Demons, Raging Giants pgs. 236-239Independent: Rocks & Minerals – Take Cornell notes on 3 types of rocks and their

characteristicsIndependent: Update glossary…New words… Update glossary Shield volcano, composite volcano, cinder cone, igneous, intrusive, extrusiveIndependent: Science Summary (4-5 Sentences)

CE 22.1 Investigating Crystallization 01/24/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 22.1 Investigating Crystallization Independent: Learning Target I know how igneous rocks are created and I can classify

igneous rocks as intrusive or extrusive based on the size of their crystals. Independent: Science Starter Lava erupted that is less viscous creates __________

volcanoes. Lava erupted that is more viscous creates __________ volcanoes. __________ volcanoes are created from viscous magma that solidifies within the volcano creating small pieces before they are blown outward.

Group: Review vocabularyIndependent: Use the scientific process to prepare for CE 22.1 Investigating Crystallization

pg. 240Group: Identify question, create hypothesis, materials list, procedures, observation tableIndependent: Rocks & Minerals – Take Cornell notes on 3 types of rocks and their

characteristicsIndependent: Update glossary…New words… Update glossary Shield volcano, composite volcano, cinder cone, igneous, intrusive, extrusive, solute,

solvent, solution, mixtureIndependent: Science Summary (4-5 Sentences)


Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 22.1 Investigating CrystallizationIndependent: Learning Target I know how igneous rocks are created and I can classify

igneous rocks as intrusive or extrusive based on the size of their crystals. Independent: Science Starter (Fill in the blank.) A __________ is composed of __________

that has been dissolved in a __________. A __________ is a combination of two or more substances that have not combined chemically and can be separated by physical means. (solute, mixture ,solvent, solution)

Independent: Use the scientific process to prepare for CE 22.1 Investigating Crystallization pg. 240

Independent: Identify question, create hypothesis, materials list, procedures, observation table & conclusion

Group: Follow teacher and book procedures for this lab. Pgs. 240-245Independent: Answer Reflection Questions pgs. 244-245Independent: Update glossary…New words… Update glossary Shield volcano, composite volcano, cinder cone, igneous, intrusive, extrusive, solute,

solvent, solution, mixtureIndependent: Science Summary (4-5 Sentences)


Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 22.1 Investigating CrystallizationIndependent: Learning Target I know the three types of rocks that make up the rock cycle

and I can explain specific properties of each type of rock.Independent: Science Starter What do you already know about the rocks in the rock cycle?

Describe each type of rock.

Independent: Use the scientific process to prepare for CE 22.1 Investigating Crystallization pg. 240

Independent: Finish conclusion for CE 22.1Group: Read – Earth’s Waterworks pgs. 246-249 & Rock Cycle pgs. 250-251Independent: Rocks & Minerals – Take Cornell notes on 3 types of rocks and their

characteristicsIndependent: Update glossary…New words… Update glossary Shield volcano, composite volcano, cinder cone, igneous, intrusive, extrusive,geyeser,

solute, solvent, solution, mixture, basalt, granite, rhyolite, obsidian, gabbroIndependent: Science Summary (4-5 Sentences)

Igneous Metamorphic Sedimentary


Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 22.1 Investigating CrystallizationIndependent: Learning Target I know the three types of rocks that make up the rock cycle and I

can explain specific properties of each type of rock.Independent: Science Starter (Fill in the blank.) __________ rock is rock made from cooled lava

and magma. __________ rock is rock that has been changed over time by high pressure and temperatures inside the Earth’s crust. __________ rock is rock made from small pieces of material that have broken off of rocks and have been deposited by water, wind or ice.

Independent: Rocks & Minerals – Take Cornell notes on 3 types of rocks and their characteristics

Group: Read – Earth’s Waterworks pgs. 246-249 & Rock Cycle pgs. 250-251Independent: CE Target Practice 22 - Are you ready?Independent: Update glossary…New words… Update glossary Shield volcano, composite volcano, cinder cone, igneous, intrusive, extrusive, geyser, solute,

solvent, solution, mixture, basalt, granite, rhyolite, obsidian, gabbroIndependent: Science Summary (4-5 Sentences)

CE 23.1 Investigating the Properties of Volcanic Ash 01/30/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 23.1 Investigating the Properties of Volcanic

AshIndependent: Learning Target I know what volcanic ash is and I can explain the six

properties of ash. I also understand the risk factors associated with volcanic ash.Independent: Science Starter CE Target Practice 22Independent: CE 23.1 Introduction & Getting Started pgs. 252-254Group: Use CE 23.1 Observation table as you investigateIndependent: Reflection Question 2 A-D, 3, & 4 A-C pg. 257Independent: Update glossary…New words… Update glossary Shield volcano, composite volcano, cinder cone, igneous, intrusive, extrusive,

geyser, solute, solvent, solution, mixture, basalt, granite, rhyolite, obsidian, gabbro, ash



Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 23.1 Investigating the Properties of Volcanic AshIndependent: Learning Target I know what volcanic ash is and I can explain the six

properties of ash. I also understand the risk factors associated with volcanic ash.Independent: Science Starter Make a list of characteristics that are unique to

igneous rocks and ways that you could test or observe these properties. Independent: CE 23.1 Introduction & Getting Started pgs. 252-254Group: Use CE 23.1 Observation table as you investigateIndependent: Reflection Question 2 A-D, 3, & 4 A-C pg. 257Independent: Update glossary…New words… Update glossary Shield volcano, composite volcano, cinder cone, igneous, intrusive, extrusive, geyser,

solute, solvent, solution, mixture, basalt, granite, rhyolite, obsidian, gabbro, ashIndependent: Science Summary (4-5 Sentences)

SEAHAWKS ARE AWESOME!


Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 23.1 Investigating the Properties of Volcanic AshIndependent: Learning Target I know and can provide reasons why volcanic ash is

hazardous for living and nonliving things. Independent: Science Starter Make a list of five reasons why volcanic ash is more

dangerous than people might think.Group: Share your observations from the CE 23.1 Observation table as you

investigateIndependent: Reflection Question 2 A-D, 3, & 4 A-C pg. 257Independent: How the Earth Works. “Will Iceland Poison the Skies?”Independent: Update glossary…New words… Update glossary Shield volcano, composite volcano, cinder cone, igneous, intrusive, extrusive,


Independent: Science Summary (4-5 Sentences) Reminder: CE Volcanoes Unit Test Thursday & Bring a New Composition N.B.

Volcanoes CE Unit Test Review 02/05/14Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE 23.1 Investigating the Properties of Volcanic AshIndependent: Learning Target I understand and can explain how volcanoes are

created. I can also explain characteristics of each type of volcano. Independent: Science Starter Make a list of things that you’ve learned about

each of the three volcanoes. Composite, Shield & Cinder ConeGroup: Share your observations from the CE 23.1 Observation table as you

investigateGroup: Volcano JEOPARDY Review Independent: How the Earth Works. “Will Iceland Poison the Skies?”Independent: Update glossary…New words… Update glossary Shield volcano, composite volcano, cinder cone, igneous, intrusive, extrusive,


Independent: Science Summary (4-5 Sentences) Reminder: CE Volcanoes Unit Test Thursday & Bring a New Composition N.B.

Friday.

Volcanoes CE Unit Test 02/06/14Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE Volcanoes TestDo you have your notebook with you? You can use it as a resource

today.Independent: Learning Target I can explain and demonstrate my

knowledge of things related to the creation and affects of volcanoes.

Independent: Science Starter You will need paper to record your answers.

Independent: Please keep your test when you finish. I’ll collect later.

Independent: Have something to work on if you finish early. Books are always a great idea.


Volcanoes Post CE Unit Test Summary 02/07/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: student planner CE Post Volcanoes Test SummaryWere you absent? Need to take the test? Please see me.Independent: Learning Target I can explain and demonstrate my

knowledge of things related to catastrophic events and the affects of these events.

Independent: Science Starter Number your paper from 10 to 1 and make a countdown rating the severity of all the possible catastrophic events.

Independent: Natures FuryIndependent: Was your countdown correct? If not where did you go

wrong?Independent: Science Summary (4-5 Sentences)

EMM 1.1-1.8 Circuit of Inquiries 02/10/14Supplies: Planner, Pencil, Ruler, New Scientific Notebook Independent: Student planner EMM 1.1-1.8 Circuit of InquiriesIndependent: Learning Target I understand and can explain the physical

phenomena of force, energy transformation and machines. Independent: Science Starter Make a list of five energy sources that can be

converted into electrical energy.Group: Follow teacher directions and procedures located at each station.Independent: In your notebook record a statement or question for each inquiry

station. Also provide a purpose statement for each station that is visited.Group: At each station your group needs to leave a statement explaining the

purpose of the inquiry. After you write your statement please leave the class period and group number in parenthesis. (Period 4, Group 1)

Independent: Update glossary…New words… Update glossary Energy, machines, motion Independent: Science Summary (4-5 Sentences) Reminder: Don’t forget to update your new notebook with a table of contents,

page numbers and a glossary.

EMM 1.1-1.8 Circuit of Inquiries 02/11/14Supplies: Planner, Pencil, Ruler, New Scientific Notebook Independent: Student planner EMM 1.1-1.8 Circuit of InquiriesIndependent: Learning Target I understand and can explain the physical phenomena of

force, energy transformation and machines. Independent: Science Starter Put these energy sources in order from highest consumed

to lowest consumed worldwide. (hydro, coal, nuclear, renewables, natural gas, oil)Group: Continue to work through each circuit of inquiry. Don’t forget purpose

statements.Independent: In your notebook record a statement or question for each inquiry station.

Also provide a purpose statement for each station that is visited.Group: At each station your group needs to leave a statement explaining the purpose of

the inquiry. After you write your statement please leave the class period and group number in parenthesis. (Period 4, Group 1)

Group: Share out answers to questions and purpose of each station.Independent: Update glossary…New words… Update glossary Energy, machines, motion Independent: Science Summary (4-5 Sentences) Reminder: Don’t forget to update your new notebook with a table of contents, page

numbers and a glossary.

EMM 1.1-1.8 Circuit of Inquiries 02/12/14Supplies: Planner, Pencil, Ruler, New Scientific Notebook Independent: Student planner EMM 1.1-1.8 Circuit of InquiriesIndependent: Learning Target I understand and can explain the physical phenomena

of force, energy transformation and machines. Independent: Science Starter What countries consume the most energy? Number

your paper 1-10 and put these countries in order from greatest consumers to lowest consumers.

(France, Iran, Japan, China, Germany, USA, Russia, Korea, Canada, India)Group: Share your questions and purpose statementsIndependent: If you’re missing questions then write these down in your notebook.Group: Share the purpose of each of these lab stations with the class.Independent: Update glossary…New words… Update glossary Energy, machines, motion Independent: Science Summary (4-5 Sentences) Reminder: Don’t forget to update your new notebook with a table of contents, page

numbers and a glossary.

EMM 2.1 Making a Battery 02/13/14Supplies: Planner, Pencil, Ruler, New Scientific Notebook Independent: Student planner EMM 2.1 Making a BatteryIndependent: Learning Target I understand and can explain the purpose of batteries

and the components that are needed to make a battery.Independent: Science Starter EMM Target Practice 1 Group: Read Introduction & Getting Started pgs. 12-13Independent: Make a KWL chart about batteriesGroup: Read procedures in book and then use scientific process for EMM 2.1 pgs. 14-15Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,

electrolyte, chemical, energy transformation, electricity Independent: Science Summary (4-5 Sentences) Reminder: Don’t forget to update your new notebook with a table of contents, page

numbers and a glossary. Notebook check will be coming soon.

EMM 2.1 Making a Battery 02/14/14Supplies: Planner, Pencil, Ruler, New Scientific Notebook Independent: Student planner EMM 2.1 Making a BatteryIndependent: Learning Target I understand and can explain the purpose of batteries and the

components that are needed to make a battery.Independent: Science Starter Make a list of the different types of batteries that are available

to power a variety of appliances. Independent: Reread procedures in book and then use scientific process for EMM 2.1 pgs. 14-15Independent: Finish completing your question, hypothesis, materials list and procedures for EMM 2.1. Independent: Draw the battery you made and record observations.Group: Work together to accomplish this experiment. Independent: Finish your scientific process with a conclusion. Make sure to include notes

from your observation table to backup your hypothesis. Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode, electrolyte,

chemical, energy transformation, electricity Independent: Science Summary (4-5 Sentences)

HAPPY VALENTINES DAY & PRESIDENTS’ DAY!

EMM 2.1 Making a Battery 02/18/14Supplies: Planner, Pencil, Ruler, New Scientific Notebook Independent: Student planner EMM 2.1 Making a BatteryIndependent: Learning Target I understand and can explain the purpose of batteries and

the components that are needed to make a battery.Independent: Science Starter 1.) Why did the light bulb light when the copper strip and

zinc strip were placed in the copper sulfate? 2.) Why did the zinc and copper strips turn black? 3.) Why did the bulb stay lit after it was out of the copper sulfate solution? 4.) Why do you think the bulb began to fade and die out when it was laying on the paper towel? 5.) What could you use to make the bulb glow brighter? 6.) What are the main components that make up your battery?

Independent: Finish your scientific process with a conclusion. Make sure to include notes from your observation table to backup your hypothesis.

Group: Read – Batteries: Electricity To Go pgs. 16 – 21 Take Cornell NotesGroup: Read – Wet Cell & Dry Cell Batteries pgs. 18-19 Take Cornell NotesGroup: Watch – Deconstructing A Car Battery Take Cornell NotesIndependent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode, electrolyte,

chemical, energy transformation, electricity, wet cell, dry cell, insulatorIndependent: Science Summary (4-5 Sentences)

EMM 3.1 Rechargeable Batteries 02/19/14Supplies: Planner, Pencil, Ruler, New Scientific Notebook Independent: Student planner EMM 3.1 Rechargeable BatteriesIndependent: Learning Target I understand and can explain why some

appliances (light bulb & motor) require more energy than other appliances.

Independent: Science Starter EMM 2.1 Target Practice Independent: Finish the video – Deconstructing a BatteryGroup: Read – Introduction & Getting Started pgs. 20-21Group: Use the scientific process to create a question, hypothesis, materials

list and procedures for EMM 3.1Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever,

electrode, electrolyte, chemical, energy transformation, electricity, wet cell, dry cell, insulator


EMM 3.1 Rechargeable Batteries 02/20/14Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: Student planner EMM 3.1 Rechargeable BatteriesIndependent: Learning Target I understand and can explain why some

appliances (light bulb & motor) require more energy than other appliances.Independent: Science Starter Without looking make a list of the components

that are found in all batteries.Independent: Finish completing your scientific process for EMM 3.1. You should

already have a question and hypothesis.Independent: Write your procedures & copy down data table.Independent: Test out your experiment and share data with Mr. JohnsonIndependent: After you finish this lab be sure to write a conclusion. Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,

electrolyte, chemical, energy transformation, electricity, wet cell, dry cell, insulator


EMM 3.1 Rechargeable Batteries 02/21/14Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: Student planner EMM 3.1 Rechargeable BatteriesIndependent: Learning Target I understand and can explain why some appliances (light bulb &

motor) require more energy than other appliances.Independent: Science Starter Notebook Check 2/10/14 – 2/20/14

Independent: Finish testing your experiment and share data with Mr. JohnsonIndependent: After you finish this lab be sure to write a conclusion. Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode, electrolyte,

chemical, energy transformation, electricity, wet cell, dry cell, insulator, circuit (open & closed),


Category Grading Instructions (Red Pen) PointsScience Starter mark with a “S”, 1 point each /6Learning Target mark with a “T”, 1 point each /8Science Summary mark with a “X”, 1 point each (4-5 sentences) /8Questions/Data Tables/Graphs labeled & attached no marks, 1-4 points /4Table of Contents no marks, 1-4 points /4Glossary/Formulas no marks, 1-4 points /4Neatness/Organization no marks, 1-4 points /4Total

/38

EMM 3.1 Rechargeable Batteries 02/24/14Supplies: Planner, Pencil, Ruler, Scientific Notebook Forget something? Notebook check. Bring your notebook & notebook score sheet.Independent: Student planner EMM 3.1 Rechargeable BatteriesIndependent: Learning Target I understand and can explain why some appliances

(light bulb & motor) require more energy than other appliances.Independent: Science Starter List the energy transformations that took place when

you charged the rechargeable battery for 1 minute and then used that energy.Independent: Share data with Mr. Johnson and compute average.Independent: Write a conclusion and be sure to support with data. Group: Read – Different Batteries for Different Needs. Pgs. 24-25 Take Cornell NotesIndependent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,

electrolyte, chemical, energy transformation, electricity, wet cell, dry cell, insulator, circuit (open & closed),


EMM 4.1 Storing and Using Energy in a Battery 02/25/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook Forget something? Notebook check. Bring your notebook & notebook score sheet.Independent: Student planner EMM 4.1 Storing and Using Energy in a BatteryIndependent: Learning Target I understand and can explain how rechargeable batteries release

energy proportionate to the amount of energy that they store.Independent: Science Starter Target Practice 3 Questions - What is the evidence we have that

proves energy is stored in a battery? How can we change the amount of energy stored in a battery? Provide support for your answer with details from the experiment in EMM 3.1.

Independent: Read – Introduction & Getting Started pgs. 26-27Independent: Pre-read the EMM 4.1 book procedures and use the scientific method to answer

the following:Question: How does charging time affect the stored energy in a rechargeable battery?Group: Hypothesis, materials list, procedures, data table (30, 60, 120 & 240 seconds), graph data

& conclusionIndependent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode, electrolyte,

chemical, energy transformation, electricity, wet cell, dry cell, insulator, circuit (open & closed)



Supplies: Planner, Pencil, Ruler, Scientific Notebook Forget something? Notebook check. Bring your notebook & notebook score sheet.Independent: Student planner EMM 4.1 Storing and Using Energy in a BatteryIndependent: Learning Target I understand and can explain how rechargeable batteries release

energy proportionate to the amount of energy that they store.Independent: Science Starter Fill in the blanks. Batteries are __________ energy that use

__________ energy to create __________ energy that may be converted into __________ energy. (chemical, kinetic, potential & electrical)

Independent: Re-read the EMM 4.1 book procedures and use the scientific method to answer the following:

Question: How does charging time affect the stored energy in a rechargeable battery?Group: Hypothesis, materials list, procedures, data table (30, 60, 120 & 240 seconds), graph data &

conclusionGroup: Your group needs to be ready to share your responding variable. Please convert your times

in seconds. i.e. 2 :37 minutes = 157 secondsIndependent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode, electrolyte,

chemical, energy transformation, electricity, wet cell, dry cell, insulator, circuit (open & closed), potential, kinetic



Supplies: Planner, Pencil, Ruler, Scientific Notebook Forget something? Notebook check. Bring your notebook & notebook score sheet.Independent: Student planner EMM 4.1 Storing and Using Energy in a BatteryIndependent: Learning Target I understand and can explain how rechargeable

batteries release energy proportionate to the amount of energy that they store.Independent: Science Starter In your notebook draw a closed circuit. Make your

battery out of household items and show that it’s operating an appliance of your choice.

Independent: Finish your graph and your conclusion for EMM 4.1 Group: Read – Electric Cars: Back to the Future? And Putting the Wind to Work pgs.

30-35Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,

electrolyte, chemical, energy transformation, electricity, wet cell, dry cell, insulator, circuit (open & closed), potential, kinetic



Supplies: Planner, Pencil, Ruler, Scientific Notebook Forget something? Notebook check. Bring your notebook & notebook score sheet.Independent: Student planner EMM 4.1 Storing and Using Energy in a BatteryIndependent: Learning Target I can explain the difficulties our world faces with energy

consumption and the latest breakthroughs that will be needed to preserve our world.

Independent: Science Starter EMM Target Practice 4 (No Notebook!)Group: Read – Electric Cars: Back to the Future? And Putting the Wind to Work pgs.

30-35Independent: Super Power India – Cornell Notes India’s Energy Crisis Sustainable Electrical Supply Alternative Cooking FuelIndependent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,



EMM 5.1 Measuring Elastic Force 03/03/14Supplies: Planner, Pencil, Ruler, Scientific Notebook Forget something? Notebook check. Bring your notebook & notebook score sheet.Independent: Student planner EMM 5.1 Measuring Elastic ForceIndependent: Learning Target I understand and can explain that elastic energy has a

measurable force when a rubber band is stretched.Independent: Science Starter Make a T chart comparing the advantages and

disadvantages of energy consumption.Independent: Super Power India – Cornell Notes – FinishWhat is one of India’s solutions for providing more energy for its country? Group: Read – EMM 5.1 Introduction & Getting Started pg. 36-37Independent: Read EMM 5.1 book procedures and use the scientific process to answer

the following question:Question: How much elastic force is in a rubber band? Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,




measurable force when a rubber band is stretched.Independent: Science Starter Make a list of the types of energy that you have used

before school today. If you had to are there any forms of energy that you could have gone without?

Group: Read – EMM 5.1 Introduction & Getting Started pg. 36-37Independent: Read EMM 5.1 book procedures and use the scientific process to answer

the following question:Question: How much elastic force is in a rubber band? Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,


Independent: Science Summary (4-5 Sentences) Be sure to get the most notebook points!


measurable force when a rubber band is stretched.Independent: Science Starter What are the different forms of elastic energy that you

use on a daily basis? Make a list of items that you have used recently. Independent: Finish – EMM 5.1 Graph & ConclusionIndependent: Read EMM 5.2 Measuring Gravitational Force – The Difference Between

Mass & Weight Group: Use the scientific process to answer EMM 5.2Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,



EMM 5.2 Measuring Gravitational Force 03/06/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook Forget something? Notebook check. Bring your notebook & notebook score sheet.Independent: Student planner EMM 5.2 Gravitational ForceIndependent: Learning Target I understand and can explain that mass and weight are related

and different when applied to an object. Independent: Science Starter 1. What weighs more a pound of gold or a pound of feathers?

Be prepared to justify your answer. 2. What determines your weight when you step on a bathroom scale?

Independent: Read EMM 5.2 Measuring Gravitational Force – The Difference Between Mass & Weight

Group: Use the scientific process to answer EMM 5.2Group: Read – Bungee Jumping: The Forces Are With You and Hooke and Newton: Geniuses at

Work pgs. 42-47Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode, electrolyte,

chemical, energy transformation, electricity, wet cell, dry cell, insulator, circuit (open & closed), potential, kinetic, mass, gravity


EMM 6.1 Pulling a Block Across Different Surfaces 03/11/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook Forget something? Notebook check. Bring your notebook & notebook score sheet.Independent: Student planner EMM 6.1 Pulling a Block Across Different SurfacesIndependent: Learning Target I understand and can explain that different surfaces affect

frictional force. Independent: Science Starter EMM Target Practice 5 Independent: Read EMM 6.1 Pulling a Block Across Different Surfaces pg. 48Group: Use the scientific process to answer EMM 6.1Group: Finish Reading – Bungee Jumping: The Forces Are With You and Hooke and Newton:

Geniuses at Work pgs. 42-47Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode, electrolyte,

chemical, energy transformation, electricity, wet cell, dry cell, insulator, circuit (open & closed), potential, kinetic, mass, gravity


EMM 6.1 Pulling a Block Across Different Surfaces 03/12/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook Forget something? Notebook check. Bring your notebook & notebook score sheet.Independent: Student planner EMM 6.1 Pulling a Block Across Different SurfacesIndependent: Learning Target I understand and can explain that different surfaces affect frictional force. Independent: Science Starter Notebook Check from 2/24 – 3/11

Independent: Read EMM 6.1 Pulling a Block Across Different Surfaces pg. 48Group: Use the scientific process to answer EMM 6.1Group: Finish Reading – Bungee Jumping: The Forces Are With You and Hooke and Newton: Geniuses at Work pgs.

42-47Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode, electrolyte, chemical, energy

transformation, electricity, wet cell, dry cell, insulator, circuit (open & closed), potential, kinetic, mass, gravity


Category Grading Instructions (Red Pen) PointsScience Starter mark with a “S”, 1 point each /10Learning Target mark with a “T”, 1 point each /8 Science Summary mark with a “X”, 1 point each (4-5 sentences) /10Questions/Data Tables/Graphs labeled & attached no marks, 1-4 points /4Table of Contents no marks, 1-4 points /4Glossary/Formulas no marks, 1-4 points /4Neatness/Organization no marks, 1-4 points /4Total

/44

EMM 6.2 Changing the Load 03/13/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook Forget something? Notebook check. Bring your notebook & notebook score sheet.Independent: Student planner EMM 6.2 Changing the LoadIndependent: Learning Target I understand and can explain that the mass of an object can

affect frictional force. Independent: Science Starter 1. What surface required the greatest amount of force to pull

the block across it? 2. Which surface required the least? 3. Did the weight of the block change as the surfaces change?

Independent: Read EMM 6.2 Changing the Load pg. 51Group: Use the scientific process to answer EMM 6.2Group: Finish Reading – Bungee Jumping: The Forces Are With You and Hooke and Newton:

Geniuses at Work pgs. 42-47Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode, electrolyte,

chemical, energy transformation, electricity, wet cell, dry cell, insulator, circuit (open & closed), potential, kinetic, mass, weight


EMM 6.2 Changing the Load 03/14/14Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: Student planner EMM 6.2 Changing the LoadIndependent: Learning Target I understand and can explain that the mass of an object can

affect frictional force. Independent: Science Starter __________ graphs are often used to show one category

that is only different numerically. __________ graphs are used to show the difference between two or more categories. The __________ variable is always represented on the X – axis of a graph and the __________ variable is always represented on the Y – axis of a graph.

Independent: Real Reflection (30 pts. Monday, 25 pts. Tuesday, 20 pts. Wednesday) Group: Complete EMM 6.2 Changing the Load pg. 51Group: Use the scientific process to answer EMM 6.2Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode, electrolyte,



*Wear your GREEN on Monday and show your Saint Patrick’s Day Spirit at KMS*

EMM 6.3 Changing the Surface Area 03/17/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: Student planner EMM 6.3 Changing the Surface AreaIndependent: Learning Target I understand and can explain that the area of an object can

affect frictional force. Independent: Science Starter __________ is the force that opposes motion between two

surfaces that are in contact with each other. __________ is the amount of matter that makes up an object. _________ is the measurement of gravitational force applied to an object.

Independent: Real Reflection – Turn in your Real Reflection for 30 easy points.Group: Finish EMM 6.2 Changing the Load pg. 51 Graph & write your conclusion.Group: Use the scientific process to begin EMM 6.3 Changing the Surface AreaIndependent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode, electrolyte,



*Happy Saint Patrick’s Day!*


Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: Student planner EMM 6.3 Changing the Surface AreaIndependent: Learning Target I understand and can explain that the area of an object

can affect frictional force. Independent: Science Starter Make a list of all of the major topics you have learned

about in science class. You can make a copy of this on a separate piece of paper and put this in your Student Portfolio for conferences.

Independent: Real Reflection – Turn in your Real Reflection for 25/30 points. Group: Finish EMM 6.2 Changing the Load pg. 51 Conclusion (Share)Group: Use the scientific process to begin EMM 6.3 Changing the Surface AreaIndependent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,

electrolyte, chemical, energy transformation, electricity, wet cell, dry cell, insulator, circuit (open & closed), potential, kinetic, mass, weight

Independent: Science Summary (4-5 Sentences) 3rd Quarter Ends in 9 School Days


Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: Student planner EMM 6.3 Changing the Surface AreaIndependent: Learning Target I understand and can explain that the area of an object

can affect frictional force. Independent: Science Starter What are two things that influence frictional force?Independent: Real Reflection – Turn in your Real Reflection for 20/30 points. Group: Use the scientific process to begin EMM 6.3 Changing the Surface AreaIndependent: Copy the data table and begin experiment. Be prepared to share your

findings to the class in 10 – 15 minutes. Graph & write your conclusion.Independent: Read – Nature Puts on the Brakes & Rock Climbing pgs. 54-61Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,


Independent: Science Summary (4-5 Sentences) 3rd Quarter Ends in 8 School Days

EMM 6 Frictional Force Reading 03/20/14Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: Student planner EMM 6 Frictional Force ReadingIndependent: Learning Target I understand and can explain the three things that

influence frictional force on an object.Independent: Science Starter EMM Target Practice 6 (No Notebook)Independent: Real Reflection – Turn in your Real Reflection for 20/30 points. Group: Use the scientific process to begin EMM 6.3 Changing the Surface AreaGroup: Read & take Cornell Notes – Nature Puts on the Brakes & Rock Climbing pgs.

54-61Group: Read & take Cornell Notes – Bungee Jumping & Hooke & Newton pgs. 42-47Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,


Independent: Science Summary (4-5 Sentences) Don’t Forget to get samples for your Student Led Conference Portfolio.

3rd Quarter Ends in 7 School Days

EMM 7 Power of a Motor 03/21/14Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: Student planner EMM 7 Power of a MotorIndependent: Learning Target I understand and can explain some of the components

that make up an electric motor.Independent: Science Starter Make a list of appliances that contain a motor.Independent: Real Reflection – Turn in your Real Reflection for 20/30 points. Group: Ecopolis: Road to the FutureIndependent: Bio-fuel, Oil from Algae, Hydrogen-electric, Hydrogen, Mass Transit,

Jeepney, Silencing Airplanes, Blended Wing Aircraft, Transportation EcopolisIndependent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,

electrolyte, chemical, energy transformation, electricity, wet cell, dry cell, insulator, circuit (open & closed), potential, kinetic, mass, weight, velocity, drag



EMM 7.1 Measuring the Force Exerted By a Motor 03/24/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: Student planner EMM 7.1 Measuring the Force Exerted By a MotorIndependent: Learning Target I understand and can explain some of the components

that make up an electric motor.Independent: Science Starter List five devises that you used today that contained an

electric motor.Independent: Real Reflection – Turn in your Real Reflection for 20/30 points. Independent: Anatomy of an Electric Motor Group: EMM 7.1 Measuring the Force Exerted By a Motor pg. 63Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,

electrolyte, chemical, energy transformation, electricity, wet cell, dry cell, insulator, circuit (open & closed), potential, kinetic, mass, weight, velocity, drag, parallel, series



Scientific Process-Danger Mudflow 03/25/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: Student planner Scientific Process – Danger MudflowIndependent: Learning Target I understand and can demonstrate my knowledge of the

scientific process.Independent: Science Starter Look at the pink Scientific Process reference paper and list 3

items that should always be included or are often forgotten.Independent: Real Reflection – Turn in your Real Reflection for 20/30 points. Independent: Complete the Danger Mudflow Scientific Process. You have the entire period

to complete this assignment. If you finish early revisit every section on the scientific process.

Independent: If you feel that you have given everything on the scientific process then you may read quietly.

Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode, electrolyte,

chemical, energy transformation, electricity, wet cell, dry cell, insulator, circuit (open & closed), potential, kinetic, mass, weight, velocity, drag, parallel, series




Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: Student planner EMM 7.1 Measuring the Force Exerted By a MotorIndependent: Learning Target I understand and can explain some of the components

that make up an electric motor.Independent: Science Starter Without looking at your sketch of your motor, name

three out of the seven parts.Independent: Evaluate your work on the Danger Mudflow Scientific ProcessIndependent: Finish EMM 7.1 Scientific Process in your notebookGroup: EMM 7.1 Measuring the Force Exerted By a Motor pg. 63Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,


Independent: Science Summary (4-5 Sentences) Good luck with your Student Led Conferences & Have a Great Spring Break!

3rd Quarter Ends in 3 School Days – Take care of any missing work.


Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: Student planner EMM 7.1 Measuring the Force Exerted By a MotorIndependent: Learning Target I understand and can explain the conditions that

contribute the most force from an electric motor.Independent: Science Starter List five things that you experienced (heard, saw, touched,

talked about) this last week that related to science in some way. Independent: See me if you haven’t done this activity - Danger Mudflow Scientific

ProcessIndependent: Finish EMM 7.1 Scientific Process in your notebookGroup: EMM 7.1 Measuring the Force Exerted By a Motor pg. 63Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,


Independent: Science Summary (4-5 Sentences) Welcome Back! I Hope You Had a Great Spring Break! It’s Time to Get Working!

3rd Quarter Ends in 2 School Days – Take care of any missing work.


Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: Student planner EMM 7.1 Measuring the Force Exerted By a MotorIndependent: Learning Target I understand and can explain the conditions that

contribute the most force from an electric motor.Independent: Science Starter What are the energy transformations that are taking place

in the lab set ups that you’re using in class?Independent: See me if you haven’t done this activity - Danger Mudflow Scientific

ProcessIndependent: Finish EMM 7.1 Scientific Process in your notebookGroup: EMM 7.1 Measuring the Force Exerted By a Motor pg. 63Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,


Independent: Science Summary (4-5 Sentences) Welcome Back! I Hope You Had a Great Spring Break! It’s Time to Get Working!

3rd Quarter Ends Today – Take care of any missing work.

EMM 8.1 Measuring the Work Done Across a Surface 04/09/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: Student planner EMM 8.1 Measuring the work done across a surfaceIndependent: Learning Target I understand and can explain the relationship between

force and work when applied to an object.Independent: Science Starter Target Practice 7Group: Read – Getting Smaller Every Day pgs. 68-71Independent: Finish EMM 7.1 Scientific Process in your notebook (procedures &

conclusion)Group: EMM 8.1 Measuring the Work Done Across a Surface Pg. 72Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,

electrolyte, chemical, energy transformation, electricity, wet cell, dry cell, insulator, circuit (open & closed), potential, kinetic, mass, weight, velocity, drag, parallel, series, work, distance, Newton-meter

Independent: Science Summary (4-5 Sentences) Spring Break is Over! It’s Time to Get Working!

4th Quarter Begins Today, Make Each Day Count!

EMM 8.1 Measuring the Work Done Across a Surface 04/10/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: Student planner EMM 8.1 Measuring the work done across a surfaceIndependent: Learning Target I understand and can explain the relationship between

force and work when applied to an object.Independent: Science Starter Make a list of things that you do at home or at school

that you consider work.Group: EMM 8.1 Measuring the Work Done Across a Surface Pg. 72Independent: Complete 8.1 & answer questions (Use EMM 6.1 Data Table)Group: Read – Getting Smaller Every Day pgs. 68-71Independent: Cool Jobs in Science – Adam Ruben Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,

electrolyte, chemical, energy transformation, electricity, wet cell, dry cell, insulator, circuit (open & closed), potential, kinetic, mass, weight, velocity, drag, parallel, series, work, distance, Newton-meter

Independent: Science Summary (4-5 Sentences) Make Each Day Count!

EMM 8.2 Measuring the Work To Lift a Load 04/11/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: Student planner EMM 8.2 Measuring the Work To Lift a LoadIndependent: Learning Target I can demonstrate how to find the force of an object

and the distance that the object moves to find the work done by the object.Independent: Science Starter List five examples of objects doing work.Independent: Complete 8.1 & answer questions (Use EMM 6.1 Data Table) FinishGroup: Read – Getting Smaller Every Day pgs. 68-71Group: EMM 8.2 Measuring the Work To Lift a Load pg. 76 Independent: Cool Jobs in Science – Adam Savage Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,

electrolyte, chemical, energy transformation, electricity, wet cell, dry cell, insulator, circuit (open & closed), potential, kinetic, mass, weight, velocity, drag, parallel, series, work, distance, Newton-meter, joule

Independent: Science Summary (4-5 Sentences) Nine Weeks Left, Make Each Day Count!

EMM 8.2 Measuring the Work To Lift a Load 04/14/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: Student planner EMM 8.2 Measuring the Work To Lift a LoadIndependent: Learning Target I can demonstrate how to find the force of an object

and the distance that the object moves to find the work done by the object.Independent: Science Starter Provide an example of two objects that do work. Which

object does more work? Why does that object do more work? (i.e. Mr. J. does more work to climb a 4m flight of stairs than his students. Mr. J weighs more than his students.)

Group: EMM 8.2 Measuring the Work To Lift a Load pg. 76 Independent: Read – Getting Smaller Every Day pgs. 68-71Independent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,



EMM 9.1 Measuring Power 04/15/14Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: Student planner EMM 9.1 Measuring PowerIndependent: Learning Target I understand and can demonstrate how to find the unit

of power for an electric motor.Independent: Science Starter Target Practice 8Group: Answer Reflection Questions on pg. 78Group: EMM 9.1 Measuring Power pg. 82Independent: Introduction & Getting Started Independent: Cool Jobs in Science – Bonnie BasslerIndependent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,



EMM 9.1 Measuring Power 04/16/14Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: Student planner EMM 9.1 Measuring PowerIndependent: Learning Target I understand and can demonstrate how to find the unit of

power for an electric motor.Independent: Science Starter Without looking at your notes, write the formula for

power. Create a word problem to solve for power (W). Be sure to include the force (N) and distance (m) the object moved as well as the time (s) it took to travel. Provide an answer.

Independent: Notebook Check 4/9 – 4/15 (S.Starters 4, L.T. 5, S. Summary 5, Total 30)Group: EMM 9.1 Measuring Power pg. 82 - Use the scientific process Independent: Work together as a group to complete this experiment. Independent: Cool Jobs in Science – Chris HardwickIndependent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode, electrolyte,

chemical, energy transformation, electricity, wet cell, dry cell, insulator, circuit (open & closed), potential, kinetic, mass, weight, velocity, drag, parallel, series, work, distance, Newton-meter, joule, power


EMM 9.1 Measuring Power 04/17/14Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: Student planner EMM 9.1 Measuring PowerIndependent: Learning Target I understand and can demonstrate how to find the unit of

power for an electric motor.Independent: Science Starter Sid wanted to find out how much power he was

generating when he took notes. Sid calculated that the force of his pencil was 0.5 Newton's as he wrote notes out on paper that totaled a distance of 1.40 meters. Sid took 1 minute 40 seconds to write these notes. How many Watts did Sid generate writing notes?

Group: EMM 9.1 Measuring Power pg. 82 - Use the scientific process Independent: Work together as a group to complete this experiment. Independent: Cool Jobs in Science – Chris HardwickIndependent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,

electrolyte, chemical, energy transformation, electricity, wet cell, dry cell, insulator, circuit (open & closed), potential, kinetic, mass, weight, velocity, drag, parallel, series, work, distance, Newton-meter, joule, power


EMM 9.1 Measuring Power 04/18/14Supplies: Planner, Pencil, Ruler, Scientific Notebook Independent: Student planner EMM 9.1 Measuring PowerIndependent: Learning Target I understand and can demonstrate how to find the unit

of power for an electric motor.Independent: Science Starter In EMM 9.1 did the motor’s power increase, decrease

or stay the same as you connected more batteries in series to the motor?Group: EMM 9.1 Measuring Power pg. 82 - Use the scientific process Group: Read - How Many Horses? Pg. 87 & Power of Nature pg. 89Independent – History of TransportationIndependent: Cool Jobs in Science – Danny ForesterIndependent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,



EMM 10 Energy Assessment 4/21/14Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 10 Energy AssessmentIndependent: Learning Target I understand and can demonstrate how energy changes

allow falling washers to light a bulb.Independent: Science Starter What are three things that you learned about

automobiles from the video “History of Transportation”? Group: EMM 10 Energy Assessment – Directions Group: Read – Cars: Energy To Burn pgs. 95-97Independent: Cool Jobs in Science – Danny ForesterIndependent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,


Independent: Science Summary (4-5 Sentences) Eight Weeks Left, Make Each Day Count!

EMM 10 Energy Assessment 4/22/14Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 10 Energy Assessment – DAY TWOIndependent: Learning Target I understand and can demonstrate how energy changes

allow falling washers to light a bulb.Independent: Science Starter Today is Earth Day. Write a sentence or two explaining

what Earth Day means to you. Be prepared to share your response.Group: EMM 10 Energy Assessment – Directions Group: Read – Cars: Energy To Burn pgs. 95-97Independent: Cool Jobs in Science – Danny ForesterIndependent: Update glossary…New words… Update glossary Energy, machines, motion, force, load, friction, incline, pulley, lever, electrode,


Independent: Science Summary (4-5 Sentences) Eight Weeks Left, Make Each Day Count!

EMM 11.1 Measuring Forces on a Cart on an Inclined Plane 4/23/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 11.1 Measuring Forces on a Cart on an Inclined

PlaneIndependent: Learning Target I understand and can explain the different types of

simple machines.Independent: Science Starter What is the purpose of machines? Provide an example

of a machine that you have used today.Independent: Correct EMM 10 Assessment – See me if you were absentIndependent: Simple Machines Video (Take Cornell Notes) Quiz will follow videoGroup: EMM 11.1 Introduction & Getting Started pg. 100Independent: Cool Jobs in Science – Danny ForesterIndependent: Update glossary…New words… Update glossary Machine, incline plane, slope, load, load distance, effort force, effort distanceIndependent: Science Summary (4-5 Sentences)

Eight Weeks Left, Make Each Day Count!



PlaneIndependent: Learning Target I understand and can explain why an inclined plane is a

machine.Independent: Science Starter Why do you think an inclined plane is considered a

machine?Independent: EMM 10 Assessment – See me if you were absentGroup: EMM 11.1 Introduction & Getting Started pg. 100Independent: use the scientific process to complete EMM 11.1 inquiryIndependent: Cool Jobs in Science – Danny ForesterIndependent: Update glossary…New words… Update glossary Machine, incline plane, slope, load, load distance, effort force, effort distance,

compound machine, Law of Conservation, efficiency Independent: Science Summary (4-5 Sentences)





machine.Independent: Science Starter Provide an example of three different machines. A

machine that makes work easier, a machine that makes work faster and a machine that does work by changing direction.

Group: EMM 11.1 - Day two (Rise/Run = Slope)Independent: use the scientific process to complete EMM 11.1 inquiryIndependent: Cool Jobs in Science – Danny ForesterIndependent: Update glossary…New words… Update glossary Machine, incline plane, slope, load, load distance, effort force, effort distance,

compound machine, Law of Conservation, efficiency Independent: Science Summary (4-5 Sentences)





machine.Independent: Science Starter If you were stranded on an island and could only pick

one simple machine to survive which simple machine would you pick? Why?(Wedge, lever, wheel & axle, pulley, screw & inclined plane)Group: EMM 11.1 - Finish measuring force, angle, rise, run, slopeIndependent: use the scientific process to complete EMM 11.1 inquiry – Question,

Hypothesis, Materials, Data Table & ConclusionIndependent: Cool Jobs in Science – Divven BrowneIndependent: Update glossary…New words… Update glossary Machine, incline plane, slope, load, load distance, effort force, effort distance,

compound machine, Law of Conservation, efficiency Independent: Science Summary (4-5 Sentences) The learning experiences that you’ve been given in school can never be taken away!

EMM 11.2 Measuring Work on a Cart on an Inclined Plane 4/30/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 11.2 Measuring Work on a Cart on an Inclined

PlaneIndependent: Learning Target I understand and can explain why an inclined plane

does work.Independent: Science Starter - Read: Escape Route in Johnstown pgs. 106-107 Group: EMM 11.2 – Review book procedures pg. 104Independent: use the scientific process to complete EMM 11.2 inquiryIndependent: Cool Jobs in Science – Divven BrowneIndependent: Update glossary…New words… Update glossary Machine, incline plane, slope, load, load distance, effort force, effort distance,

compound machine, Law of Conservation, efficiency Independent: Science Summary (4-5 Sentences) The learning experiences that you’ve been given in school can never be taken away!

EMM 11.2 Measuring Work on a Cart on an Inclined Plane 5/1/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 11.2 Measuring Work on a Cart on an Inclined PlaneIndependent: Learning Target I understand and can explain why an inclined plane does

work.Independent: Science Starter - Make a list of three locations where an inclined plane is

used. Your example(s) of this machine can also be incorporated with another machine to form a compound machine.

Group: EMM 11.2 – Finish your data collection.Independent: use the scientific process to complete EMM 11.2 inquiryIndependent: Cool Jobs in Science – Divven BrowneIndependent: Update glossary…New words… Update glossary Machine, incline plane, slope, load, load distance, effort force, effort distance, compound

machine, Law of Conservation, efficiency Independent: Science Summary (4-5 Sentences) HAPPY MAY DAY! Don’t forget to pick a bouquet of flowers, put it on your neighbors

door step and then run away & hide. Enjoy their surprise when they find those beautiful flowers. You’ll be smiling inside! Remember, don’t let them see you!

EMM 12.1 Using Pulleys To Do Work5/2/14Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 12.1 Using Pulleys To Do WorkIndependent: Learning Target I understand and can explain how pulleys do

work.Independent: Science Starter - Target Practice 11Group: EMM 12.1 Introduction & Getting Started pg. 108Independent: use the scientific process to complete EMM 12.1 InquiryIndependent: Cool Jobs in Science – Divven BrowneIndependent: Update glossary…New words… Update glossary Machine, incline plane, slope, load, load distance, effort force, effort distance,

compound machine, Law of Conservation, efficiency, pulley, fixed pulley, movable pulley


EMM 12.1 Using Pulleys To Do Work 5/5/14Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 12.1 Using Pulleys To Do WorkIndependent: Learning Target I understand and can explain how pulleys do

work.Independent: Science Starter - Pulleys are amazing machines. How has the

use of pulleys helped to create our modern world?Group: EMM 12.1 Introduction & Getting Started pg. 108Independent: use the scientific process to complete EMM 12.1 InquiryIndependent: Cool Jobs in Science – Dr. John HoldrenIndependent: Read – Going Up! Pgs. 116-119Independent: Update glossary…New words… Update glossary Machine, incline plane, slope, load, load distance, effort force, effort distance,


Independent: Science Summary (4-5 Sentences) Been absent? Miss a Target Practice or Notebook Check? Come see me!

EMM 12.1 Using Pulleys To Do Work 5/6/14Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 12.1 Using Pulleys To Do WorkIndependent: Learning Target I understand and can explain how pulleys do work.Independent: Science Starter - Draw a picture of a pulley system. The pulleys can

be drawn lifting anything. Be sure to label where the load is and where the effort is located. Have fun with it!

Group: use the scientific process to complete EMM 12.1 Inquiry –FinishDid you show me your notebook yesterday? See me if you didn’t Independent: Reflection Questions 1. A-E & 2. pg. 115Independent: Cool Jobs in Science – Dwight WilliamsIndependent: Read – Going Up! Pgs. 116-119Independent: Update glossary…New words… Update glossary Machine, incline plane, slope, load, load distance, effort force, effort distance,



EMM 13.1 Balancing a Lever 5/7/14Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 13.1 Balancing a LeverIndependent: Learning Target I understand and can explain how to balance a

lever.Independent: Science Starter - EMM Target Practice 12Group: EMM 13.1 Introduction & Getting Started pg. 120Group: use the scientific process to complete EMM 13.1 pg.123Independent: Preview EMM 13.2Independent: Cool Jobs in Science – Geoffrey NotkinIndependent: Read – Understanding Levers & Alexander Calder Pgs. 125-129Independent: Update glossary…New words… Update glossary Machine, incline plane, slope, load, load distance, effort force, effort distance,

compound machine, Law of Conservation, efficiency, pulley, fixed pulley, movable pulley, lever, first-class lever, second-class lever, third-class lever, fulcrum


EMM 13.1 Balancing a Lever 5/8/14Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 13.1 Balancing a LeverIndependent: Learning Target I understand and can explain how to balance a lever.Independent: Science Starter - Draw a picture of a lever lifting a load. Label the

picture with the following: load force, effort force, load distance, effort distance & fulcrum

Group: Follow book procedures pg.123 and use the EMM 13.1 table to complete Independent: Preview EMM 13.2

Independent: the-incredible-power-of-concentration-miyoko-shida

Independent: Read – Understanding Levers & Alexander Calder Pgs. 125-129Independent: Update glossary…New words… Update glossary Machine, incline plane, slope, load, load distance, effort force, effort distance,



EMM 13.2 Lifting a Sled With a Lever 5/9/14Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 13.2 Lifting a Sled With a LeverIndependent: Learning Target I understand and can explain how levers do work.Independent: Science Starter - What factors determine if a lever can be balanced?

Think back to EMM 13.1.Group: use the scientific process (question, hypothesis, data table & conclusion) to

complete EMM 13.2 pg.123Independent: Reflection Questions 1. A-D & 2. Independent: Cool Jobs in Science – Heather DohanIndependent: Read – Understanding Levers & Alexander Calder Pgs. 125-129Independent: Update glossary…New words… Update glossary Machine, incline plane, slope, load, load distance, effort force, effort distance,


Independent: Science Summary (4-5 Sentences) Been absent? Miss a Target Practice or Notebook Check? Come see me! (23)

EMM 13.2 Lifting a Sled With a Lever 5/12/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 13.2 Lifting a Sled With a LeverIndependent: Learning Target I understand and can explain the three classes of

levers.Independent: Science Starter - Make a T chart explaining the advantages and

disadvantages of using levers.Group: use the scientific process (question, hypothesis, data table & conclusion) to

complete EMM 13.2 pg.123Independent: Reflection Questions 1. A-D & 2. Independent: Cool Jobs in Science – Jamie HynemanIndependent: Read – Understanding Levers & Alexander Calder Pgs. 125-129Independent: Update glossary…New words… Update glossary Machine, incline plane, slope, load, load distance, effort force, effort distance,


Independent: Science Summary (4-5 Sentences) Are you ready for the upcoming quiz? Study your vocabulary. (22)

The Bionic Man 5/13/14Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner Bionic ManIndependent: Learning Target I understand and can explain the different components

that make up Bionic Man.Independent: Science Starter - What does Bionic mean?Independent: Cornell Notes on Bionic ManIndependent: Update glossary…New words… Update glossary Machine, incline plane, slope, load, load distance, effort force, effort distance,

compound machine, Law of Conservation, efficiency, pulley, fixed pulley, movable pulley, lever, first-class lever, second-class lever, third-class lever, fulcrum, bionic

Independent: Science Summary (4-5 Sentences) Are you ready for the upcoming quiz? Study your vocabulary.

EMM 14.1 Calculating Mechanical Advantage 5/14/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 14.1 Calculating Mechanical AdvantageIndependent: Learning Target I understand and can explain the difference between

ideal and actual mechanical advantage.Independent: Science Starter - EMM Target Practice 13Group: EMM 14.1 Introduction & Getting Started pg.130Independent: Use past data tables from EMM 11.2 Incline Planes & EMM 12.1 PulleysIndependent: Answer Questions 3. A & B, 5 A-C and Reflection Questions A-C pg.134Independent: Cool Jobs in Science – Jamie HynemanIndependent: Read – Secret Wheelbarrow Technology & More Simple Machines pgs.

135-139Independent: Update glossary…New words… Update glossary Machine, incline plane, slope, load, load distance, effort force, effort distance,

compound machine, Law of Conservation, efficiency, pulley, fixed pulley, movable pulley, lever, first-class lever, second-class lever, third-class lever, fulcrum, ideal mechanical advantage, actual mechanical advantage


Outrageous Acts of Science 5/15/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner Outrageous Acts of Science (Don’t try these at home)Independent: Learning Target I understand and can explain (words, drawing & label)

the science behind the Outrageous Acts of Science in the video.Independent: Science Starter - What is the difference between ideal and actual

mechanical advantage? How would solving mechanical advantage be useful in comparing machines?

Independent: Top 20 countdown, topic, brief description & drawing with labelsIndependent: Update glossary…New words… Update glossary Machine, incline plane, slope, load, load distance, effort force, effort distance,


Independent: Science Summary (4-5 Sentences) Were you absent? Need to make up a the last quiz. See me

EMM 14.1 Calculating Mechanical Advantage 5/16/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 14.1 Calculating Mechanical AdvantageIndependent: Learning Target I understand and can explain the difference between ideal

and actual mechanical advantage.Independent: Science Starter - What is the best all around simple machine? (Inclined

Plane, Pulley or Lever) Justify your answer with several reasons.Group: EMM 14.1 FinishIndependent: Use past data tables from EMM 11.2 Incline Planes & EMM 12.1 PulleysIndependent: Answer Questions 3. A & B, 5 A-C and Reflection Questions A-C pg.134Independent: Cool Jobs in Science – Jamie HynemanIndependent: Read – Secret Wheelbarrow Technology & More Simple Machines pgs. 135-

139Independent: Update glossary…New words… Update glossary Machine, incline plane, slope, load, load distance, effort force, effort distance, compound

machine, Law of Conservation, efficiency, pulley, fixed pulley, movable pulley, lever, first-class lever, second-class lever, third-class lever, fulcrum, ideal mechanical advantage, actual mechanical advantage


EMM 15.1 Calculating Efficiency 5/19/14Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 15.1 Calculating EfficiencyIndependent: Learning Target I understand and can calculate the efficiency of a

machine.Independent: Science Starter - What does it mean to be efficient? Are machines

efficient? Provide an example to demonstrate your knowledge.Group: EMM 15.1 Calculating Efficiency Introduction pg. 140Independent: Use past data tables from EMM 11.2 Incline Planes & EMM 12.1 Pulleys

to calculate the efficiency of these simple machines.Independent: Answer Questions 4 & 6 and Reflection Questions A-C pg.142Independent: Cool Jobs in Science – Jamie HynemanIndependent: Read – Harnessing the Power of Nature and Energy Star pgs. 143 - 147Independent: Update glossary…New words… Update glossary Machine, incline plane, slope, load, load distance, effort force, effort distance,

compound machine, Law of Conservation, efficiency, pulley, fixed pulley, movable pulley, lever, first-class lever, second-class lever, third-class lever, fulcrum, ideal mechanical advantage, actual mechanical advantage, efficiency


Outrageous Acts of Science – Continued 5/20/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner Outrageous Acts of Science (Don’t try these at home)Independent: Learning Target I understand and can explain (words, drawing & label)

the science behind the Outrageous Acts of Science in the video.Independent: Science Starter - One horsepower (1 hp) is a unit of power based on

the work that a horse can do in one second. 1 hp equals 746 W. Suppose you have a horse that has a work output of 750 Nm. How much power does this horse do in 55s?

Independent: Top 20 countdown, topic, brief description & drawing with labelsIndependent: Update glossary…New words… Update glossary Machine, incline plane, slope, load, load distance, effort force, effort distance,


Independent: Science Summary (4-5 Sentences) Were you absent? Need to make up a the last quiz. See me

EMM 15.1 Calculating Efficiency 5/21/14Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 15.1 Calculating EfficiencyIndependent: Learning Target I understand and can calculate the efficiency of a

machine.Independent: Science Starter - An inclined plane allows you to do 280 Nm of work on

a refrigerator that you are sliding upward along the plane. If the work that you have to do is 760 Nm, what is the efficiency of the plane?

Independent: Use past data tables from EMM 11.2 Incline Planes & EMM 12.1 Pulleys to calculate the efficiency of these simple machines.

Independent: Answer Questions 4 & 6 and Reflection Questions A-C pg.142Independent: Cool Jobs in Science – Jamie HynemanIndependent: Read – Harnessing the Power of Nature and Energy Star pgs. 143 - 147Independent: Update glossary…New words… Update glossary Machine, incline plane, slope, load, load distance, effort force, effort distance,



Science Revolution 5/22/14Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 15.1 Calculating EfficiencyIndependent: Learning Target I understand and can explain what led to the Science

Revolution.Independent: Science Starter - Make a list of famous scientists and provide a

description of what they have contributed to the advancement of science.Independent: Science RevolutionIndependent: Cornell Notes – list the science and their contribution.Independent: Cool Jobs in Science – Jamie HynemanIndependent: Read – Harnessing the Power of Nature and Energy Star pgs. 143 - 147Independent: Update glossary…New words… Update glossary Machine, incline plane, slope, load, load distance, effort force, effort distance,



Machines Performance Assessment - Friday

EMM 16.1 Machines Performance Assessment 5/23/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 16.1 Machines Performance AssessmentIndependent: Learning Target I understand and can demonstrate my knowledge of simple

machines ability to do work while minimizing the effort distance to lift a load.Independent: Science Starter - Read the EMM Machines Performance Assessment handout. Be

prepared to begin this activity right away. You will have this class period only! Work smart! Use your time well!Read Me: Send one student from your group to sign up for the machine that you want to use

today for your performance assessment. There are only three different types of machines available. Sign up in the beginning of class.

You will have this class period only! Work smart! Use your time well!GroupWork together in your group to complete EMM 16.1Independent: If you finish early then answer Reflection Questions 1-7Independent: Read – Linking a Country to a Continent & Report to the Pharaoh pgs.154-161Independent: Science Summary (4-5 Sentences)

Next Tuesday 5/27/14 EMM – Machines Assessment

EMM 16.1 Machines Assessment 5/27/14Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 16.1 Machines AssessmentIndependent: Learning Target I understand and can demonstrate my knowledge of simple

machines. Independent: Science Starter - Begin working on your EMM Machines Assessment. You

may use additional 3-hole line paper to complete this unit assessment. Feel free to use your notebook if you have it.

Independent: Finish the reflection questions for your performance assessment from last Friday.

You will have this class period only! Work smart! Use your time well!Independent: Please staple any extra paper(s) to your assessment and be ready to turn in

together with your group at the end of the class period. Read if you finish early. Independent: Read – Linking a Country to a Continent & Report to the Pharaoh pgs.154-

161Independent: Science Summary (4-5 Sentences)

Real Reflections are due no later than Thursday, May 29, 2014 – 30 point assignment

EMM 18.1 Investigating the Motion of a Fan Car 5/28/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 18.1 Investigating the Motion of a Fan CarIndependent: Learning Target I understand and can demonstrate my knowledge of motion

and it’s causes.Independent: Science Starter - What is motion? What causes motion? How is motion

measured? What are things that affect motion?Independent: Correct EMM 16.1 Machines AssessmentIndependent: EMM 16.1 Performance Assessment Reflection Questions (Due)Group: EMM 18.1 Introduction & Getting Started pg.174Independent: Follow and answer the 18.1 Procedures 1-11 pg. 178Independent: Read – Civil Engineering pgs.168-170Independent: Update glossary…New words… Update glossary Motion, speed, average speed, acceleration, deceleration, unbalanced forceIndependent: Science Summary (4-5 Sentences)


EMM 18.1 Investigating the Motion of a Fan Car 5/30/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 18.1 Investigating the Motion of a Fan CarIndependent: Learning Target I understand and can demonstrate my knowledge of motion and it’s

causes.Independent: Science Starter - If a car is traveling 35 miles in one hour how fast is the car traveling?

What if the car traveled that distance in 30 minutes then how fast would the car be traveling?Independent: EMM 16.1 Performance Assessment Reflection Questions (Finish) Turn in today!Group: EMM 18.1 Introduction & Getting Started pg.174Independent: Follow and answer the 18.1 Procedures 1-11 pg. 178Independent: Read – Civil Engineering pgs.168-170Independent: Update glossary…New words… Update glossary Motion, speed, average speed, acceleration, deceleration, unbalanced forceIndependent: Science Summary (4-5 Sentences)


EMM 18.2 Measuring the Fan Car’s Speed 6/2/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 18.2 Investigating the Motion of a Fan CarIndependent: Learning Target I understand and can demonstrate my knowledge of the fan car’s

speed.Independent: Science Starter - If a car is traveling 70 miles in one hour how fast is the car

traveling? What if the car traveled that distance in 2 hours then how fast would the car be traveling?

Independent: Answer EMM 18.1 Procedure questions & discuss findingsGroup: EMM 18.2 Measuring the Fan Car’s Speed pg.179Independent: Follow book pg.179 & teacher procedures (scientific process) Independent: Read – Propellers: Vehicles in Motion &

Sailing Through the Solar System pgs. 181-187Independent: Update glossary…New words… Update glossary Motion, speed, average speed, acceleration, deceleration, unbalanced forceIndependent: Science Summary (4-5 Sentences)

Checked your grade lately? Not happy. Thursday, June 5th is the last day to turn in missing work.

EMM 18.2 Measuring the Fan Car’s Speed 6/3/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 18.2 Investigating the Motion of a Fan CarIndependent: Learning Target I understand and can demonstrate my knowledge of the fan car’s

speed.Independent: Science Starter - Read 2-Liter Bottle Rocket information sheet (Friday Launch)Group: EMM 18.2 Measuring the Fan Car’s Speed pg.179 Finish Collecting DataIndependent: Follow book pg.179 & teacher procedures (scientific process) FinishIndependent: Reflection Questions A-E pg. 180Independent: Read – Propellers: Vehicles in Motion &


Final Test – Tuesday, June 10 (Catastrophic Events & Energy, Machines & Motion)

Checked your grade lately? Not happy. Thursday, June 5th is the last day to turn in missing work.

EMM 19.1 Observing Motion of the Mousetrap Car & 19.2 Measuring the Speed of the Mousetrap Car 6/4/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 19.1 & 19.2 Mousetrap CarIndependent: Learning Target I understand and can demonstrate my knowledge of the motion

and speed of a mousetrap car.Independent: Science Starter Read – Isaac Newton Goes Skiing pgs. 222 – 225 What are the

Three Laws of Motion? Independent: Follow book pg.179 & teacher procedures (scientific process) FinishIndependent: Reflection Questions A-E pg. 180Independent: Read – Propellers: Vehicles in Motion &


Final Test – Tuesday, June 10 (Catastrophic Events & Energy, Machines & Motion)Checked your grade lately? Not happy. Thursday, June 5th is the last day to turn

in missing work. How’s the rocket build going? If you have a question feel free to ask.


Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 19.1 & 19.2 Mousetrap CarIndependent: Learning Target I understand and can demonstrate my knowledge of the motion and

speed of a mousetrap car.Independent: Science Starter A baseball pitcher is able to throw a baseball 100 meters in 2 seconds.

What is the speed of the pitch?Independent: Follow book pg.179 & teacher procedures (scientific process) FinishIndependent: Reflection Questions A-E pg. 180Independent: Read – Propellers: Vehicles in Motion &


Final Test – Tuesday, June 10 (Catastrophic Events & Energy, Machines & Motion)Checked your grade lately? Not happy. Thursday, June 5th is the last day to turn in

missing work. How’s the rocket build going? If you have a question feel free to ask.


Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper Independent: Student planner EMM 19.1 & 19.2 Mousetrap CarIndependent: Learning Target I understand and can demonstrate my knowledge of

the motion and speed of a mousetrap car.Independent: Science Starter A rocket travels 432 meters in 9.0 seconds. What is the

speed of the rocket?Independent: Follow book pg.188 & teacher procedures (scientific process) FinishIndependent: Reflection Questions A-E pg. 193Independent: Read – Rocket Science 101 & Medieval Warfare in Modern Times pgs.

194-199Independent: Update glossary…New words… Update glossary Motion, speed, average speed, acceleration, deceleration, unbalanced forceIndependent: Science Summary (4-5 Sentences) Final Test – Tuesday, June 10 (Catastrophic Events & Energy, Machines & Motion)Launching Rockets Monday, June 9th.

2-Liter H20 Bottle Rocket 6/9/14

Supplies: Planner, Pencil, Ruler, Scientific Notebook, 3-Hole Line Paper, Rocket Independent: Student planner 2 Liter H20 Bottle RocketIndependent: Learning Target I understand and can demonstrate my knowledge of

how to plan, build and launch a 2-liter H20 bottle rocket.Independent: Science Starter Rocket Ready & Ready to LaunchGroup: Stay behind the cones unless you are launching your rocket.Independent: Don’t pick up the launch cord until instructed.Independent: Don’t yank the launch cord! A light pull is all it takes.Group: The person who launched the rocket may rundown the rocket only!Group: Give a count down for each launch and be supportive to students that may

have unsuccessful launches.Group: Pick up any rocket pieces when you leave the field.

Go KMS!Independent: Science Summary (4-5 Sentences) Final Test – Tomorrow, Tuesday, June 10 (Catastrophic Events & Energy, Machines &

Motion)Today - Bring all rockets and materials home - Today

6th Grade Science - Final Test 6/10/14

Supplies: Pencil, Ruler, Scientific Notebook, 3-Hole Line PaperIndependent: Student planner 6th Grade Science - Final TestIndependent: Learning Target I understand and can

demonstrate my knowledge of Catastrophic Events (Weather, Earthquakes & Volcanoes) and Energy, Machines & Motion

Please have something to work (read, draw or organize) on quietly if you finish early.

Today - Bring all rockets and materials home - Today

6th Talent Show & Field Day6/11/14

June 12th

Watch Outrageous Acts of ScienceSign YearbooksClean & Organize

Have a Great Summer!

Documents

First Day – 9/4/13 Supplies: Planner, Pencil, Ruler & Science Notebook Independent: In your student planner find the date and record the topic (Notebook