Portland Public Schools
Portland, Oregon

Mt Tabor School logoMt Tabor Middle School

Strong Community,
Strong Results

5800 SE Ash St | Portland, OR 97215
Phone: (503) 916-5646 | Fax: (503) 916-2659

Roger Groom

Science Rocks!

Is it Thanksgiving week already?  Keep up with those goals set during Conferences. 

8th graders have started a new unit on Plate Tectonics.   6th graders have started a new unit on Ecology and have learned some very valuable research/citation skills!  Thanks, Ms. Licurse for all your help. 

CHECK PARENTVUE to see how you child is doing in his/her classes.  Look on the main Mt. Tabor homepage for a link to ParentVUE. 

We live in earthquake country, so one step towards preparation is a step in the right direction.  Be prepared - make a family plan and get together some emergency supplies.  Go to www.ShakeOut.org for more information.  Here are some places/links to get more information:

American Red Cross
Federal Emergency Management Administration (FEMA)
Emergency Kit preparation from Ready.Gov

Final note: keep informed of latest Science news by reading Daily Science.  It's a great resource to see how Science plays out in daily lives.  If interested, you can sign up daily e-mails, too.  Click on the link to the image to the left to take you there!



  Method To Count Hits visits to this site.  Glad you're checking it out!   

Date
 # of Hits
6/14/14
11401
9/9/14
11519
10/3/14
12212
11/3/14
12723
11/14/14
13216


Track Stat Hits



SCIENCE NOTEBOOKS:  Use the links below to see what the Notebook should look like!  Mac users: if you can't see attachment in Firefox, try Safari.


6th Grade Notebook! - NEWLY UPDATED (as of 10/2/14)

 Table of Contents, Appendix, Activities 1 - 8



8th Grade Notebook

To be updated soon!



Beginning of Year Paperwork

6th Grade Welcome Letter
8th Grade Welcome Letter
PPS Science Safety Agreement and Signature Page (Para Espanol, haz clic aqui)
Assessment and Behavioral Policies  (Para Espanol, haz clic aqui)
Science Notebook Expectations and Rubric
Quiz Retake and Academic Assignment Revision Policies
Directions on how to access the Online Student Textbook


Also, the new textbooks are online!  Click on the link below and get username and password from the student notebooks. 
SEPUP Textbooks Online or try this link, too:  Online Textbook.   Click on "Student" in the upper right hand corner and then input the username and password given to students at the beginning of the year (which should be on the inside cover of their Notebook!).


Next Generation Science Standards
Here is a link to the NGSS that we'll be transitioning to this year: http://www.nextgenscience.org/three-dimensions 
From this page, you can read all about the three dimensions of Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. 



2014-2015 6th Grade Biology Calendar

As months pass, monthly calendars will be put on the Archived Calendar page (in sidebar to the left).


6th Grade Biology, November 2014
Monday Tuesday Wednesday Thursday Friday
3

DUE:


TODAY:
We discussed the importance of eating candy with other foods and brushing teeth often. 

Students got back their Data Toss Data Tables and Graphs back, and we discussed revisions.  Then, we reviewed the "Perfume and Bees" data table practice in prep for the retake tomorrow.

Finally, we started in on Act 10 and did the Learning Target sheet and the WRU Thinking question.

HOME EDUCATION
:
STUDY for Data Table quiz tomorrow!!!  Use the green sheet in the Appendix for help.

HANDOUTS:
Act 10 Learning Target sheet (pink halfsheet)
4

DUE:
Data Table Quiz RETAKE

TODAY:
Students had the whole period again to take the retake.  Students that didn't take the retake got some extra information from Activity 9 and there was a handout that led them through the activity and analysis questions.

HOME EDUCATION
:
Keep working on Data Toss revisions.

HANDOUTS:
- Data Table Quiz Retake
- Act 9 Sick Day Procedure
5

DUE:


TODAY:
Students, now interns for the National Institutes of Health (complete with badges), are in the process of doing Activity 10 and reviewing clinical trial proposals.  We first discussed good experimental design elements (students copied those in their Notebooks), and then we analyzed the first clinical trial together.  Students filled out a handout as we went.

HOME EDUCATION
:
Do final Data Toss revisions

HANDOUTS:
1.  Clinical Trial Review sheets
2.  Elements of Good Experimental Design (quarter sheet so dig deep in Assignment crate)
6

DUE:
Act 8 Data Toss Data Table and Graphs (otherwise known as 'Collecting and Presenting Data')

TODAY:
Students highlighted their revisions and got their Data Table Quiz Retakes back (along with an answer key to compare their answers to).

Then, groups worked together to analyze a clinical trial proposal before doing the rest individually.  Whatever was not finished in class needs to be done at home. 

HOME EDUCATION
:
Complete all four reviews of the clinical trial proposals in Activity 10.

HANDOUTS:
none today
7

DUE:
Act 10 Clinical Trial Proposal Review - all 4 must be done.

TODAY:
We were in the computer lab today.  Students that weren't finished with the review had to do that first.  Then, I showed how to access the Evidence and Trade-offs template on the SEPUP Links and Info page above, and how to upload to GoogleDocs for those students that wanted to do that.  Students had the remainder of the period to do AQ #3 about which proposal they would fund, and they need to provide 3 pieces of evidence to support their decision, and at least 2 trade-offs for their decision.

HOME EDUCATION
:


HANDOUTS:
Act 10 Evidence and Trade-offs writing template
10

NO SCHOOL
11

NO SCHOOL
12

DUE:


TODAY:
We had another whole day in the computer lab to work further on the Evidence and Trade-offs for which clinical study proposal to fund.  I showed them a good Learning Target again to get another sense of what's required on those.  Then, we looked at the Evidence and Trade-offs Scoring Guide to refresh everyone's ideas about what is necessary for each score.  Finally before they got to work, I showed an example of an "Above and Beyond" paper. 

HOME EDUCATION
:
Complete Act 10 LT sheet, and continue working on Evidence and Trade-offs due Friday

HANDOUTS:
I have an answer key for the Clinical Study Review packet for those that want to review it.
13  SNOW DAY

DUE:
Act 10 LT sheet

TODAY:


HOME EDUCATION
:


HANDOUTS:

14

DUE:
Act 10 AQ #3 Evidence and Trade-offs
Act 10 LT Sheet

TODAY:

We had a busy day today.  Students got their new hall passes (absentees need to get them from me).  Then, students did a self-assessment on the Act 10 Evidence and Trade-offs that was due.  Then, we added diagrams to the Unit A Title Page about things they did in the unit.  We spent a few minutes cleaning up the notebooks to get ready for the next unit.  Then, we made the title page and paper pocket for the next unit, Ecology. 


HOME EDUCATION
:
Spend more time cleaning up the Notebook, and complete any latework on the Act 10 Evidence and Trade-offs.

HANDOUTS:
1.  Act 72 LT sheet (blue)
2.  Paper pocket (lavender)

17  

DUE:


TODAY:
We went through a few announcements, and then spent the bulk of the day on Activity 72.  Students did and discussed the WRU Thinking question, did the "intra-act" discussion sheet about different perspectives, and then used a reading outline to guide their thinking as they did the reading about the introduction of the Nile perch into Lake Victoria.  Whatever was not finished in class should be completed before tomorrow to prepare for a presentation in the library tomorrow.

HOME EDUCATION
:
Complete the Act 72 Reading Outline

HANDOUTS:
1.  Act 72 Intra-Act Discussion sheet
2.  Act 72 Reading Outline

18

DUE:
Act 72 Reading Outline completed

TODAY:
Students spent the entire day in the library with Ms. Licurse to do some further research on the Nile perch in preparation for writing an Evidence and Trade-offs about Act 72.  Students started a document to gather pertinent information.  Resources are included on the SEPUP Biology Links and Info page above.

HOME EDUCATION
:


HANDOUTS:
Is this a Hoax? (about website validity)
19

DUE:


TODAY:
Students were in the library again learning how to extract and use information found on the web.  They focused on the information provided and started inputting the info into a Discussion Web looking at advantages and disadvantages of introducing the Nile perch to Lake Victoria.  Students will use that information to write their Evidence and Trade-offs.

HOME EDUCATION
:


HANDOUTS:
Act 72 Discussion Web
20

DUE:


TODAY:
The focus of today in the library was to learn how to cite sources using the Oregon School Library Information System, or OSLIS.  Such a fantastic resourse.  After learning how to cite the sources they used, students had the remainder of the period to continue researching.

HOME EDUCATION
:


HANDOUTS:

21

DUE:


TODAY:
Act 10 Evidence and Trade-offs got returned today.  Any revisions are due by next Wednesday.  We discussed the real clinical trials the ones from Act 10 were modeled after, and had some interesting discussions.

We discussed an interesting opportunity of getting filmed for a biology curriculum company and students were given consent forms if they were interested.  Check Notebooks for those forms and an introductory letter.  Any signed consent forms are due on Monday.

Then, students had the remainder of the period to start the writing of their Evidence and Trade-offs for Act 72 about the Nile perch.  They could either hand-write the information, or type.  Students are encouraged to review the scoring rubric in their Appendix.

Any information used above and beyond the info from the book must be cited on a "Resources Cited" page. 
Ms. Licurse showed how to make this yesterday using OSLIS MLA Citation Maker.  This page will be included with the final paper. 


HOME EDUCATION:
Start working on Evidence and Trade-offs - due next Tuesday.

HANDOUTS:
Writing template
24

DUE:
Video filming consent form (and picture)

TODAY:


HOME EDUCATION
:


HANDOUTS:

25

DUE:
Act 72 Evidence and Trade-offs - Academic grade.

TODAY:


HOME EDUCATION
:


HANDOUTS:

26

DUE:
Act 10 Evidence and Trade-offs REVISIONS.

TODAY:


HOME EDUCATION
:


HANDOUTS:

27

NO SCHOOL
28

NO SCHOOL

 

 

2013-2014 8th Grade Earth and Space Science Calendar

As months pass, monthly calendars will be put on the Archived Calendar page (in sidebar to the left).

  
8th Grade Earth and Space Science, November 2014
Monday Tuesday Wednesday Thursday Friday
3

DUE:


TODAY:
Students cleaned up from last week's lab, and then groups had the remainder of the period to analyze how their erosion mitigation plan worked.  Then, groups had to re-design their plan for further testing tomorrow.

HOME EDUCATION
:


HANDOUTS:

4

DUE:
Be ready with Re-Design plan

TODAY:
After a quick review of the importance of controlling variables established with the first test, students had the entire period to collect data on their re-design.  Groups that finished early cleaned up and then started analyzing their results.

HOME EDUCATION
:
Start working on the final draft due next Wednesday.

HANDOUTS:
Final Copy ED Template (if you need it)
5

DUE:

TODAY:
Students had the entire period to work on their final draft of the Act 32 Engineering Design packet. 

HOME EDUCATION
:
Keep working on final packet

HANDOUTS:
- Final Copy template (can also be downloaded and typed into - see the SEPUP Earth Science Links and Info page above)


6

DUE:


TODAY:
Students had the entire day in the computer lab to work on their final draft of the Engineering Design packet.

HOME EDUCATION
:
Keep working on final packet

HANDOUTS:

7

DUE:


TODAY:
First, we discussed the lavendar self-assessment and checklist for the ED report due next Wednesday. 

Then, we did Act 35 in the computer lab.  Students added to their t-charts of pros and cons of the various sites, and then made a final decision about where to build the new housing.  They used an Evidence and Trade-offs template found on the SEPUP Links and Info page above.

HOME EDUCATION
:
Finalize final packet before Wednesday

HANDOUTS:
1.  Act 32 Erosion Control Self-Assessment sheet (lavender)

2.  Act 35 LT sheet (green)
3.  Act 35 AQ #1 Evidence and Trade-offs Template

10

NO SCHOOL
11

NO SCHOOL
12

DUE:
Act 32 Final Engineering Design Packet (Academic)

TODAY:
Students did a self-assessment of the Act 32 ED packet, and then got new hall passes for 2nd quarter.  Absentees need to get those from me.  Then, to prepare for the next unit, they took a pre-assessment of their current knowledge of Plate Tectonics.

HOME EDUCATION
:
Finish ED project if not already done.  Students that didn't finish the self-assessment page also need to complete that.

HANDOUTS:
2nd Quarter hall passes
13    SNOW DAY

DUE:


TODAY:


HOME EDUCATION
:


HANDOUTS:

14

DUE:
Act 35 AQ#1 Evidence and Trade-offs about which site to build on in Boomtown

TODAY:
We started the new unit on Plate Tectonics.  Folks either finished up their pre-assessment from Wednesday and/or cleaned up their Notebooks to get ready for the new unit. 

We started a new title page, paper pocket, and Activity 1.  Once Notebooks were ready, we watched a video on the impacts of the tsunami coming upriver in Japan.  Students made observations on a handout which they will make inferences on later.  Here's the link to the video:  https://www.youtube.com/watch?v=P8qFi74k2UE

HOME EDUCATION
:
none given - except to finish missing work!  Hardly got any Act 35 Evidence and Trade-offs!

HANDOUTS:
1.  Act 1 LT sheet (blue)
2.  Act 1 Observations from video
3.  Paper pocket (lavender)

17

DUE:


TODAY:
We watched the last few minutes of the video from Friday, and then we discussed their observations.  Students need to come up with inferences about what they saw for home education.  We did a quick comparison of Japan to the Oregon coast.

Then, in pairs, students viewed some before/after pictures of the Japan EQ and tsunami at this site:
Using the handout they received last week, they made observations of what they noticed.

HOME EDUCATION
:
Do at least 10 inferences and a couple questions from Friday's video.

Continue working on Act 35 Evidence and Trade-offs

HANDOUTS:
none today
18

DUE:
At least 10 Inferences from the observations from the video from Friday and yesterday.  Also, at least a couple questions.

TODAY:
We reviewed a few things from the Before/After images from Tohuku, Japan.  Then, we put together a class KWL chart and discussed a few interesting points from that.  Finally, we watched an animation comparing Japan to the Pacific Northwest and students summarized 3 ways in which the geology of Japan and the PNW are similar. 


HOME EDUCATION
:
Complete Act 35 Evidence and Trade-Offs

HANDOUTS:
1.  Evidence and Trade-offs Scoring Guide (yellow) - put in Appendix
19

DUE:
Act 35 Evidence and Trade-offs on which site to build on - Academic

TODAY:
Students turned in Act 35 EV/TO, and then we switched to Activity 2.  Groups did puzzles to imitate how people figured out the Earth is made of pieces that move around, and students then analyzed evidence on the Earth to determine where the continents used to be.  They had a couple analysis questions to answer outside of class. 

HOME EDUCATION
:
Complete Act 1 LT sheet, and do Act 2 AQ#2, and 3 in Notebook

HANDOUTS:

1.  Act 2 LT sheet
2.  Act 2 The Continent Puzzle
3.  KWL from Activity 1 (put in Act 1)
4.  PPT slides of what to do tonight

20

DUE:
Act 1 LT sheet
Act 2 AQ #2, 3

TODAY:
Students reviewed key information from yesterday and read the background information about the fossil and mountain range evidence of continental drift.

Then, students started Activity 3 and used an awesome CD-ROM about Plate Tectonics.  They used an outline to guide their way through the CD.

HOME EDUCATION
:
FINISH OUTSTANDING LATE WORK ON ACT 35 EVIDENCE AND TRADE-OFFS AND ACT 32 ENGINEERING DESIGN!!!

HANDOUTS:
1.  Act 3 LT sheet
2.  Act 3 Tasa Graphics CD-ROM outline
21

DUE:


TODAY:
Students had the day to do the following:
- complete the outline from the CD-ROM
- Review their answers from the answer key
- Read the Act 2 Background Information (highlight key info)
- Do Activity 3 AQ (listed below) and do Act 3 LT
- Do Act 2 LT

Act 3 Analysis Questions:
Which type of evidence from continental drift is the most convincing to you?  Why?

Which type of evidence is the most difficult to understand?  Why?

HOME EDUCATION
:
Complete the Act 3 AQ and LT

HANDOUTS:
nothing new
24

DUE:
Act 3 AQ and LT

TODAY:


HOME EDUCATION
:


HANDOUTS:

25

DUE:
Notebook Quiz

Act 35 Evidence and Trade-offs REVISIONS and FINAL DEADLINE for missing work on this

TODAY:


HOME EDUCATION
:


HANDOUTS:

26

DUE:


TODAY:


HOME EDUCATION
:


HANDOUTS:

27

NO SCHOOL
28

NO SCHOOL