Mt Tabor Middle School
Archived Calendars
6th Grade Biology
7th Grade Physical Science
8th Grade Earth/Space Science
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All day workday.
We reviewed the score rubric in detail and students should use it when working.
HANDOUT:
Biome Worlds Project Rubric
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| 2 No School |
3 Handed back a few papers. Then made observations on the bread from before break. |
4 Quickly reviewed the bread observation sheet and the need to make that nice and neat because they'll be adding to it later. Some will want to revise. We spent the majority of the day looking over the criteria for the Biome Worlds project. Kids had lots of questions. Tomorrow students need to come prepared with who they'd like to work with, and a few choices of biomes they'd like to research. HANDOUT: Biome Worlds Project Criteria Sheet |
5 QUIZ RETAKE on Interactions and Energy Quiz - have to use original cheat sheet from first quiz - no additions. We spent today in the computer lab beginning our research. Students picked their biomes and got a graphic organizer for their notes. We also started a 'digital notes' page. Students need to document every website they get information from. Students are encouraged to continue gathering information outside of class. |
6 Another day in the computer lab. Students have access to books as well for additional research. We spent the first few minutes showing how to use the OSLIS Citation Maker (see link on Biome Worlds page on the left). Only keep citations for sources of information you actually use. |
| 9 Minus a few announcements and questions, students had the entire day to work on research for the Biome worlds project. Keep taking notes and giving credit to your sources of information. Using sources other than websites is strongly encouraged. Work hard at finding reputable sources of information on the web. |
10 Another day of research in the computer lab. |
11 Another day of research in the computer lab. |
12 Started with discussion about how to make poster and diorama according to criteria sheet. Rest of period was work time. |
13 Another brief discussion about quality poster and diorama making. We added a few tidbits to the criteria sheet. DUE (today or Tuesday): Students must provide a detailed rough draft plan of what their poster and diorama will look like. Rest of period was work time. |
| 16 HOLIDAY |
17 DUE (last Friday or today): Students must provide a detailed rough draft plan of what their poster and diorama will look like. |
18 Students are re-writing their research for final draft to put on poster/diorama. This needs to be done by Friday. Now that rough drafts are okayed for the most part, students are starting to put poster and diorama together. |
19 All day work day on poster/diorama. |
20 DUE: Written work to be put on poster/diorama. Needs to be printed out so can be applied to poster. All day to work. Gave out a couple deadlines for work - see next week!!! |
| 23 All day workday. |
25 DUE: References Cited page must be complete by this day! To save time, make links to your websites.
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| 30 NEW DUE DATE: Biome Worlds Project - Poster and Diorama! Students had the whole period to make last minute additions and such to their projects. |
31 We discussed making the quiz questions and thoroughly reviewed the score sheet on that part. We looked at a few examples. Then, students set up their projects and did a self-assessment using their scoring rubrics. They also completed a reflection of the project itself that was turned in with the scoring rubric. HOME EDUCATION: complete 5 multiple choice questions by tomorrow |
Feb 1 DUE: Biome Quiz Questions Students turned in their quiz questions, and then we discussed two handouts. One is a comment/question sheet that visitors use when checking out the biome projects, and another is a note-taking packet to organize thoughts while viewing projects. The notes can be used during the quiz. HANDOUT: Biome Worlds Museum Gallery Walk Notes Page |
Feb 2
LAST DAY OF QUARTER Today
was another gallery walk day and students did their best to visit the
biomes to learn about them using their notes packet. |
Feb 3 TEACHER PLANING DAY - NO SCHOOL |
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1 Students had the bulk of this period to continue with observations on the mealworms. The end of class was spent highlighting, in different colors, their quantitative vs. qualitative observations. |
2 After review of final questions, students had the entire period to take the quiz. |
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| 5 Today we had a study hall during class.
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6 We reviewed the quiz from last week first. Then students brainstormed on the meals they had for dinner and breakfast and had to try to figure out where they came from. What was the source of all the food? As it turns out it's always the sun! |
7 We continued reading about energy flow through ecosystems and focused on producers, consumers, and decomposers. To illustrate the importance of decomposers, we watched a short time-lapse video of decomposition. Students took notes on their observations and then made inferences as to why things decomposed as they did. Here is the link to the time-lapse. Students also got a worksheet on Energy Flow as a review of classroom discussions. HANDOUT: Energy Flow in Ecosystems HOME EDUCATION: Complete #4-10 |
8 DUE: Energy Flow Worksheet #4-10 We took some time discussing the answers to #4-10. We then broadened our understanding of energy flow and took some notes that absentees need to get. Then, to better understand the process of decomposition, we did a simple experiment with different types of bread. HOME EDUCATION: Complete the rest of the Energy Flow worksheet. |
9 DUE: Energy Flow Worksheet #1-3 We spent a fair amount of time reviewing the worksheet and discussing energy pyramids. We did an extra problem to show the energy flow through pyramids. We added a few things to the book's explanation (all energy starts from the sun and all things end in decomposing) that must be added to food chains and webs. Absentees need to do that! We also talked about the quiz next Tuesday and showed what papers to study from. HOME EDUCATION: Start studying for next week's quiz! Here is the to help you study over the weekend, and we'll be looking at that on Monday. |
| 12 We spent the day reviewing for the quiz tomorrow using a study guide and a "Find Out Who" review game. HANDOUT: Find Out Who Study Guide (see last Friday to download the guide) HOME EDUCATION: Prepare for quiz tomorrow. Students can make a 'cheat sheet' to help prepare. Hand-written can be one page front and back, and typed can only be 1 page. |
13 QUIZ: Covers interactions, energy flow, and graphing terms - MOVED TO THURSDAY Instead, we had a study day and kids worked more with the Find Out Who study guide. |
14 Quiz review |
15 QUIZ: Covers interactions, energy flow, and graphing terms |
16 Reviewed the quiz, then read a story about interactions and food webs. |
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1 We had a study hall today to get caught up on stuff and to let that Halloween sugar buzz and crash wear off . . . |
2 Students got back their final Greek/Latin Drawings and their Greek/Latin Quiz (lists A - C). We reviewed the quiz. Then, we reviewed the worksheet that was due on Monday about the levels of ecosystems. Students turned in their worksheets. |
3 We reviewed more of the ecosystem worksheets from yesterday, and then began our discussion of analyzing populations. We talked about a few things from Section 1-2, and focused on limiting factors. To help set the scene for the home education, we watched a hilarious youtube animation about cell division: Then, students were given the task of completing the worksheet on Unlimited Population Growth and having to graph the data. HANDOUT: Studying Populations packet HOME EDUCATION: Complete the Unlimited Population Growth sheet, and make a graph of your data. |
4 DUE: Unlimited Population Growth sheet and graph. We began by showing the animation from yesterday and looked at the home education. Graphing was an issue, and we'll come back to that after the end the of quarter. Then we did the review and reinforce worksheet together as a class to learn the main concepts of the section. We reviewed the papers they'll need to study for next week's quiz. HOME EDUCATION: |
| 7 We took a practice quiz to prepare for tomorrow, discussed the answers, and then had time to study for quiz, make flashcards, review book, etc. HANDOUT: Practice quiz HOME EDUCATION: Study! Read over, take notes, use flashcards, get quizzed by friend/parent/guardian/sibling |
8 QUIZ: Covers ecosystem vocabulary and populations |
9 Reviewed quiz Reorganized Science Binder and cleaned up to get ready for next quarter Then students did a self-assessment of their assignments for the first quarter and made a Final grade hypothesis for Academic and Effort HANDOUT: Grade prediction sheet |
10 NO SCHOOL TEACHER PLANNING DAY |
11 NO SCHOOL HOLIDAY |
| 14 Students got back their grade predictions from Wednesday with actual grade for 1st quarter. Then, using a worksheet to guide them, students read section 1-3 in the textbook on Interactions Among Living Things. Those that didn't finish should do so as home education. HANDOUT: Interactions Among Living Things section summary and worksheet HOME EDUCATION: Complete # 1-10 on worksheet |
15 DUE: Interactions worksheet from yesterday. We spent today looking at how to make a well organized graph. We reviewed a handout explaining the intricacies of graphing, and then they worked on a predator/prey relationship. HANDOUTS: Making a Great Graph (pink), and Predator/Prey Relationship Graphing HOME EDUCATION: Complete the axes and the graphing of data |
16 DUE: Predator/Prey Graph Today, we looked at their graphs, and then added to it. We talked about how how make a good title as specific as possible. Time was given to answer the questions related to the graph. Those that finished early were given the task to come up with their own scenario and data. HOME EDUCATION: Complete all the questions for the Moose/Wolf graph. |
17 DUE: Moose/Wolf Graph and Questions After looking at an example of a graph and talking about a couple key points to making a better graph, students were given the last effort graph to practice their skills before having to do one for an academic grade. HANDOUT: Don't Go Into the Light Graphing Practice HOME EDUCATION: complete the graphing part. Be sure to label the axes and have a descriptive title. |
18 Students got to watch a Planet Earth video today on Seasonal Forests to test out their new understanding of the interactions they've learned. They had to answer questions on an outline and turn that in. Don't forget that the "Don't Go into the Light" graph and questions are due on Monday after break! |
| 21 PARENT/TEACHER/STUDENT CONFERENCES |
22 PARENT/TEACHER/STUDENT CONFERENCES |
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| 28 Students got back a bunch of papers and we spent a lot of time reviewing the Interactions worksheet as there is a lot of important information on there. The Beetle/Light graph AND questions need to be done by tomorrow. HANDOUTS: none HOME EDUCATION: Complete the Beetle/Light graph
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29 DUE: Beetle/Light Graph and Questions Announced quiz on Friday on graphing. Then, after students learned how to properly use dissecting scopes and loupes, they made observations on living organisms - mealworms and darkling beetles. They had a sheet to guide them, and there were some notes that went along with how to make the observations. |
30 We reviewed the Beetles/Light graph and showed a variety of things that students tended to make errors on, and things that made the graph better. Then, students continued to make observations on the mealworms. Those that didn't use the dissecting scopes yesterday had an opportunity to do so today. |
DEC 1 |
DEC 2 Graphing Quiz - students will have to make a graph and answer questions about it. |
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| 17 Review Greek/Latin Quiz Started new project on G/L Word Creation and students had to get previous 10 words and 6 drawings checked off before they could work on their final copy. HANDOUT: Greek/Latin Word Creation and Illustration Scoring Rubric (blue) HOME EDUCATION: Complete the 10 words (handout) and 6 drawings (handout) from before ODS. |
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Continue work on G/L Word Creation and Illustration Project. There is a more detailed list of Greek/Latin vocab words for those that are interested. HOME EDUCATION: work for 20 minutes on final drawings. |
19 Today students continued to work on their final Greek/Latin words and illustrations. We also spent a few minutes learning how to access this website as a resource for what is being covered in class.
HOME EDUCATION: |
20 The entire class today was devoted to working on the final draft of the Greek/Latin word creation. Whatever wasn't completed during classtime needs to be completed this evening. HOME EDUCATION: Complete any outstanding work on final drawings!
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21 DUE:
G/L Word Creation and Illustration Project - 3 words! Must be done
before entering class because we'll be doing a self-assessment during
class. |
| 24 Students reviewed what an ecological relationship is, and then watched a very cool "Planet Earth" video entitled "From Pole to Pole". They were instructed to take notes on the different types of relationships they see, as well as relationships that different organisms have with the Earth. No handouts or home education. |
25 Students finished watching the video from yesterday and then shared their notes with their group and then with the class. HOME EDUCATION: Study for the quiz on Friday - make flashcards of list C if you haven't already.
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26 We reviewed the notes from the movie, and spent a bunch of time talking about the Condit Dam breaching. Period 3 even got to watch it online! It was perfect timing to talk about relationships that organisms have with the Earth. |
27 We spent a majority of the day reviewing for the quiz tomorrow. Students are highly encouraged to make flashcards if they haven't already done so, and to quiz each other, and to get quizzed at home. We had some time to jump into the new textbook. Students learned a couple pre-reading strategies to get the most out of their non-fiction reading, and then they read the first few pages. They had an outline to do as they read. HANDOUT: Section 1-1 Section Summary, Review and Reinforce, and Enhance worksheets (packet) HOME EDUCATION: Final studying for quiz tomorrow. |
28 QUIZ: Covering what we've learned this week, and Greek/Latin root word lists A, B, and C. The Quiz was just on the Greek/Latin vocab as we have a lot of time to get into the ecology vocabulary as planned. After the quiz, students were to continue reading Section 1-1 in the book, and answer the worksheets handed out yesterday. |
| 31 To have some Halloween fun we made Monster Snot in class. Students had to follow a procedure and use some real Science skills to achieve quality monster snot. |
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7th Grade Physical Science
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| 2 No School |
3 Worked more on Turbine Engineering Design project. Students should be gathering data today on completed data tables. Students are encouraged to read the criteria sheet carefully. |
4 Students had the entire day for data collection. Any groups not done should try to arrange to come in to complete testing as we'll be in the computer lab Thursday and Friday (unless there are way too many groups not done with data collection). |
5 Students had another full day for data collection rather than going to computer lab. |
6 We were in the computer lab today and students were working on the report write-up for the TED project. Follow the criteria sheet, and use the scoring guide. Students will be turning in parts 1 and 2 next week, probably on Wednesday. |
| 9 After some questions about the TED project write-up, we started on Unit A, Studying Materials Scientifically. We had a reminder about how to organize the Science notebook, and then dove in. We wrote a few definitions and answered a few questions after looking at a Mystery Jar of a strange mixture. HANDOUT: Studying Materials Scientifically Student Language Learning Targets (green). HOME EDUCATION: Work on TED project and look for strange chemicals around your home. |
10 We reviewed if students found anything unlabeled at home. Some did! We watched a video on how hazmat teams work, and discussed the process. HOME EDUCATION: Period 7 has to do a quick search through their homes to look for unlabeled stuff and get a parent signature. Keep plugging away at TED project stuff. |
11 Completed Activity 1 analysis questions and reflection. HOME EDUCATION: TED Project Report |
12 DUE: Parts I and II of the TED Report.
In class we moved to Activity 2, did the green sheet on it, watched a couple demonstrations, and prepared for tomorrow's procedure. |
13 We completed Activity 2, students did analysis questions, and the reflection. HOME EDUCATION: If not already done with parts 3 and 4, complete them for the TED project write-up. |
| 16 HOLIDAY |
17 After getting back TED parts 1 and 2 and discussing ways to improve, students had the remainder of the period to work on either revisions (due next Monday) or on parts 3 and 4 due tomorrow. |
18 DUE: Parts III and IV of the TED Report. |
19 We started on Activity 3 and made observations on a mystery mixture, and groups started the design process of how to separate out the different components. |
20 Period 7: Continued work on the procedure to separate the mystery mixture. Period 8: We started on Activity 3 and made observations on a mystery mixture, and groups started the design process of how to separate out the different components. Also, actors/actresses were given roles to review for a short drama to be acted out on Monday! HOME EDUCATION: Continue work on separating mixture. Due next week on Tuesday or Wednesday. |
| 23 Handed in revisions - use the revision sheet with directions. All changes from original must be highlighted, and original version must be attached. We discussed Activity 4 and did some work in the notebook. Absentees should get what they missed. |
24 Performers acted out Activity 4 about household hazardous waste. Then, the audience analyzed their predictions about what the actors would think about a series of statements. After review of that, we discussed the procedure that's due tomorrow. Students should be very prepared with their plans so they can perform the separation in one day. |
25 DUE: Separating a Mixture Materials List and Procedure Students performed Act 5 to separate the mystery mixture components. |
26 Cleanup of Act 5, and then doing analysis of Act 5. Then, Act 7 was introduced on tests used to identify different solids. |
27 Data collection from Act 7 - students worked in pairs to perform a variety of tests on the solids to identify them. |
| 30 Students used class data to analyze results and do the analysis questions from Act 7. Those that didn't finish during class had to finish as home education. HOME EDUCATION: Complete Act 7 AQ 1, 2, 3 |
31 Students performed Activity 6 on determining the identify of the unknown liquids from the mystery mixture. |
Feb 1 We reviewed the data from Act 6 and students worked on the Analysis Questions. |
Feb 2 Students had in-class time to do their formal write-up of Act 6 and 7 using the Analyzing Data scoring guide. Notebooks were checked for completion of a variety of things. |
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1 Students received the study guide for next week's quiz. Then we reviewed the difference between active and passive solar energy. Students had to write something about that from their research last night (if they did any) and then took some notes on the difference. We discussed the home education reading they had to do from Act 71 and explained how to do it. An example was also done in class on the first section of reading. Finally, we looked at the setup of the lab we're doing tomorrow on solar water heating. HANDOUT: Study guide for next week's quiz. HOME EDUCATION: |
2 DUE: Notes from reading Activity 71. We discussed any questions from the reading last night and had a good discussion about how water heaters work. Then, we dove into the solar water heating lab and students recorded data using an active solar panel being used to pump water to passively heat it! Very cool. HOME EDUCATION: Study for Monday's quiz! |
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| 5 QUIZ: Covers activities 65, 66, 68, 69, and 71. Use study guide to help review. |
6 We reviewed the quiz and talked about the upcoming project using wind turbines. Students help construct the turbines to understand how they work. |
7 Students continued and completed the construction of the turbines, and began to experiment with how they work. |
8 Students worked further on manipulating the wind turbines. |
9 Today was the last day to play and experiment with the capability of the turbines. Students learned how to raise a mass and pump water with the apparatus. They also brainstormed on different MVs and RVs and have to complete a chart before Monday. |
| 12 Showed NOVA's Making Things Stronger. Students had to reflect before and after the movie about what they think is the strongest material and turn that in. |
13 DUE: MVs and RVs for Wind Turbines Quick discussion of yesterday's movie. Then reviewed the Turbine Engineering Design (TED) project. Went through the handout carefully. HANDOUT:
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14 Went to the computer lab to start on the document that will become the final write-up for the TED project. Students did the first part of the write-up. HOME EDUCATION: Continue working on write-up and try to finish part I of the write-up. |
15 Continue working on parts 1 and 2 of the TED write-up. Think about the advantages and disadvantages of each of the possible solutions to the challenge. Start to prepare data table to collect data on the chosen design. |
16 Begin gathering data if data tables ready, or at least start building turbine blades for testing. |
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1 We had a study hall today to get caught up on stuff and to let that Halloween sugar buzz and crash wear off . . . |
2 Students got back their Analysis Questions from Act. 64. They have an opportunity to revise and revisions are due tomorrow. Then, we got a jump start on Activity 65 - Making Chemical Batteries. Students got some work done in their Notebook to be ready for tomorrow.
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3 Students turned in any revisions on Act 64. Then, after a quick review of some safety issues, they got to work on building wet cell batteries to power small motors. We got about halfway done with the lab, and will finish tomorrow. |
4 Students got a study guide for next week's quiz with all the learning targets and vocabulary outlined clearly. They are encouraged to review notebook and online textbook. We finished the lab from yesterday and pairs had to divide and conquer with all the different parts of the lab to do. HANDOUT: Study Guide for Quiz on Act 57 - 65 HOME EDUCATION: Prepare for next week's quiz |
| 7 Students had time to ask questions about material on tomorrow's quiz. Then, they had a big chunk of class time to review, read, organize notebook, check answers, etc. We ended class with a practice quiz and reviewed answers as we went. HOME EDUCATION: Read, take notes, review notebook, get quizzed by someone, use study guide |
8 QUIZ: Covers Activity 57 - 65. |
9 Students who didn't finish had some extra time today to do so. Then students did a self-assessment of their assignments for the first quarter and made a Final grade hypothesis for Academic and Effort HANDOUT: Grade prediction sheet |
10 No School Teacher Planning Day |
11 No School Holiday |
| 14 First, we reviewed the quiz from last week. Then, students got back their grade prediction sheets from last week with their actual grade on it. Then, we reviewed the data from Activity 65 and compared metal reactivity to the results from their wet cell battery experiments.
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15 We finished talking about Act 65. Then, we started in on Act 66 and building circuits. They started on the lab and we'll continue tomorrow. |
16 We finished Act 66 and students completed all the labs. We'll discuss the results tomorrow. HANDOUTS: 3 pages of Act 66 lab |
17 We discussed the results from yesterday's activity. Then, we started in on the experiments for Act 68 on Photovoltaic (solar) Cells. In groups, students worked with the solar cells to drive a motor. HOME EDUCATION: In notebooks, students must complete Analysis Questions # 3 and 4 from Activity 66. They are encouraged to also do #1 and 2 to help them remember what we talked about.
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18 Today students worked more on the solar cell lab (Act 68) and collected a bunch of data. We will analyze it after break. HANDOUT: Activity 68: Photovoltaic Cells (2 pages) |
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| 28 We reviewed the data from the Photovoltaic Cells lab and absentees should get that information from a peer. Then, we went to the computer lab to do some quick research about uses of solar energy. Students also had to discover the difference between active and passive solar energy. HOME EDUCATION: Do additional research on difference between active and passive solar energy. |
29 Today we had a guest speaker from Sanyo come and talk about solar energy and current technology. It was a very informative talk and she had a lot of examples to see and look at. HANDOUT: Copies of PowerPoint slides |
30 Students reflected on yesterday's presentation. Then, we did a careful review of Act 66 analysis questions about circuits. We also discussed the quiz coming next Monday which will cover Activities 66, 68, 69, 71, and the Sanyo presentation. |
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| 17 Students got back their Act 57 and 58 Analysis questions. They are strongly suggested to revise - revisions are due by Wednesday. We also reviewed the Understanding Concepts Scoring Rubric which they taped in their notebooks. Then we went on to Act 61 and got started on the lab on mixing hot and cold water. HANDOUTS: Understanding Concepts Scoring Rubric (blue) - tape into Appendix and add to table of contents. Also, students got a data table for Act 61 to tape into their notebooks. |
18 Students worked on Act 61 - they read the introduction, discussed some general concepts about insulation and conduction, and then groups followed the procedure on mixing hot and cold water. When done, students had time to work on analysis questions 1 - 6. |
19 Students turned in any revisions on Act 57 and 58. Then, they had more time today to work on Act 61 analysis questions and needed to get their answers checked off. When done, they were supposed to read about how refrigerators work (Act 60) and answer the "Thinking it Over" questions on pg. D-42. HOME EDUCATION:
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20 We did Activity 62 on quantifying energy. Students did a simple test to measure how much energy it takes to melt an ice cube. After the activity, there were 5 analysis questions to answer. HOME EDUCATION: Complete Analysis questions 1 - 5 in Science Notebook. |
21 Students received their revised work back, and quiz retakes. They compared their answers to answer keys. Then, we discussed their results and analysis questions from yesterday. Finally, we started Activity 63 on Measuring Calories.
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| 24 Students started Act 64 on Generating Electricity. They copied the learning targets and then discussed a number of terms before starting the reading: Renewable resource Non-renewable resource Electricity generation Power Plant Turbine Generator Then using a graphic organizer, students read Act. 64. When done, they were to complete a 3-level Reading Guide. HANDOUT: Comparing Energy Sources graphic organizer 3-Level Reading Guide |
25 Students contined work from yesterday. They also received a Scoring Rubric for Analysis Question #3 which is about Evidence and Trade-offs. They taped this into the Appendix of their Science Notebook. HANDOUT: Evidence and Trade-offs Scoring Rubric |
26 Students had more time to complete the reading, the 3-level Scoring Guide, and the Analysis Questions. We reviewed the Evidence and Trade-offs Scoring Rubric in more detail. HOME EDUCATION: Analysis Questions 2, 3, and 4. #3 will be academically scored using the Evidence and Trade-offs Scoring Rubric, and #4 will be academically scored on how well the data is analyzed and conclusions are made. |
27 We spent most of the period reviewing answers to the 3-level Reading Guide. It led to some interesting discussions and had students analyze and explain their thinking. HOME EDUCATION: Complete Analysis Questions 2 - 4 from Activity 64. |
28 Students had a chance to check their Act. 64 reading graphic organizer against the answer key and made additions to theirs. Then, we went back to Act 63 on Measuring Calories. We discussed the procedure and then did a class demo to collect some simple data. Then, in groups, students answered Analysis Questions 2 and 3 in their notebook after discussing all 6 Analysis Questions. HANDOUT: Graphic Organizer Answer Key (pink) |
| 31 To have some fun for Halloween we did a couple cool demos and talked about them. First was a witches boiling cauldron, and then we made ghost eggs. HOME EDUCATION: Students had to write about what we did including the science behind the demos. |
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8th Grade Earth/Space Science
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| 2 No School |
3 Passed back papers. Then did a review of the Building a Better Wall to help them with the spaghetti design. Students that didn't meet benchmark should revise. Then students got to see the shake table for their spaghetti building. The design process was modified to allow for testing. Students designed a two-story mock-up of a building to test that used similar design solutions to their 4 story building. They were to provide a picture and a supply list. These supplies will be free of charge. |
4 Students should have turned in their design and supply list for the mock-up of their building. Once supplies are in hand, they should start building the mock-up. Testing will be done on Friday, so all work should be completed by then! |
5 Students had all day to construct their mock-up prototype building. We'll continue building tomorrow as well instead of testing. If there are groups that finish, we'll test tomorrow to get a jump start on their 4 story planning. |
6 Students continued building and testing. Students need to make detailed analyses of their building after the shake test. Anything learned should be applied to the 4-story plan! Keep careful documentation for the eventual write-up! |
| 9 Students finishing the mock-up and after testing, teams started working on their final building design and purchase orders. HOME EDUCATION: Continue writing up parts I and II of the report - due Thursday. |
10 Another full day to design, draw, order, and build. Testing final buildings will take place on Friday, so get those purchase orders in! HOME EDUCATION: Continue writing up parts I and II of the report - due Thursday. |
11 Full day for construction. |
12 DUE: Parts I and II of the Spaghetti Building Design Report. After doing self-assessment and turning in report, rest of day was for construction. |
13 For those that are turning in late work, after doing self-assessment and turning in report, rest of day was for construction. |
| 16 HOLIDAY |
17 Final full day for construction. |
18 Late Opening: Final preparation of buildings, and preparation for brief presentation. |
19 Final Testing of Spaghetti Buildings! First, we went through a couple good student examples to help kids with revisions due tomorrow on parts 1 and 2. Groups had to make presentations before their structure got tested, and then they have to make detailed observations on the damage. |
20 DUE: Part 1 and/or 2 Revisions Building testing day! Group presentations, followed by the test, followed by data collection on building damage. Check out the Spaghetti Building page for a link to the photos of the buildings posted on Flickr! Use those for your report. HOME EDUCATION: Start working on parts 3 and 4 of the report. |
| 23 Groups did a careful analysis of their building after their final test. |
24 All day workday in the computer lab to write parts 3 and 4 of the report. NOTE: there will not be time for revisions on this so make it good the first time. Use the photos and videos to analyze the performance of your building. Include photos in the report. |
25 All day workday in the computer lab. |
26 DUE: Parts 3 and 4 of the Engineering Design report. All day workday in the computer lab. Report due at the end of the period. |
27 Those that were finished with the write-up watched a movie, while those not finished had to finish during class. |
| 30 We did a reflection of the spaghetti building and a final assessment of their project. We also tested the structures on a long-amplitude shake table to see how they'd perform. Students also gave input on ways to improve the project for future years. |
31 Students did a quick-write on tsunamis, and then we picked those apart. We reviewed the basics of tsunamis using a notes packets, and watched an animation of how they are formed. HANDOUT: Tsunami Notes Outline |
Feb 1 We learned a bit more about tsunamis via an animation, demonstrations, and a video about the threat of tsunamis to the Pacific Northwest. We filled in more of the tsunami notes packet handed out yesterday. |
Feb 2 LAST DAY OF QUARTER We finished watching the movie from yesterday and completed more of the outline. Students were given a reflection page to complete by next Monday. HANDOUT: Tsunami Reflection Page |
Feb 3 NO SCHOOL - TEACHER PLANNING DAY |
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1 We started with a learning log about where EQs are concentrated in a subduction zone as a review of yesterday's discussion. Then, we discussed the Seismic Eruption program and showed the major difference between subduction zone quakes and transform fault quakes. We spent some time discussing the home education due next Monday about the $2 million grant to make an early warning system for EQs in the Pacific Northwest (GOOD NEWS!). Finally, using a handout, students watched a few minutes of video called Cascadia: Hidden Fire. HANDOUT: Cascadia Hidden Fire Video Questions HOME EDUCATION: Provide summary of the news about the multi-million dollar grant to produce an early earthquake warning system in the Pacific Northwest. OPB article is here, and University of Washington article is here. |
2 We started with a Learning Log about the difference in EQ patterns between subducting plates and transforming plates. Then, we continued with yesterday's video about EQ hazards for the Pacific Northwest. They used the handout from yesterday to guide their thinking through the video. There were some good questions from the students to discuss. Finally, students had some time to look at the EQ hazard map for Portland and located which zone their house is in! |
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| 5 DUE: Summary of early warning system grant Students had the period to work on revising the triangulation summary and completing the home education that was due today. |
6 Groups brainstormed different types of hazards and we shared out. We discussed some of the major ones to affect buildings. Then we used a handout to walk through some vocabulary that will be used on an upcoming project. HANDOUT: |
7 We finished the vocabulary from yesterday and then walked through the materials for a demonstration about building resonance. We did an activity with spaghetti and marshmallows to show resonance, and then a few students demonstrated on larger wooden models. We ended the discussion by talking about how different types of earthquakes affect different buildings. Absentees need to see the demonstration. There are also multiple posters up around the room about how different quakes affect different types of buildings.
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8 We reviewed yesterday and then showed a number of short video clips about damage done to houses and how buildings can be strengthened. Here are the videos: |
9 Students were asked for their impressions about yesterday's videos. Then, students did a lab to hypothesize how different systems can be used to strengthen buildings and they got to test their idea. This work will be a template for work beginning next week on building a reinforced structure designed to withstand an earthquake. HANDOUT: - this is academic based on how well it is filled out. |
| 12 Watched NOVA movie "Making Things Stronger". Students had to reflect before and after the movie on the strongest materials. |
13 DUE: Making Things Stronger Movie reflection Handed out criteria sheet for Spaghetti Building Design challenge. Reviewed it in detail and put kids in teams. HANDOUT: Spaghetti Building Earthquake Challenge Engineering Design Score Sheet |
14 Began doing research. |
15 Worked in teams on initial design ideas. |
16 Worked on drawings of final design ideas. |
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1 We had a study hall today to get caught up on stuff and to let that Halloween sugar buzz and crash wear off . . . Besides, all the JMP 8th graders are out on a field trip. |
2 Students got back their Plate Tectonics Quiz which we reviewed. Then, we did a quickwrite on Earthquakes and discussed what folks wrote. HANDOUTS: |
3 After reading a few quickwrites, we went right into discussing the forces that cause the earth to move. Then, we looked at the different types of faults created by those forces. We used big foam blocks to model the faults. Students had to draw the forces and faults on a handout from yesterday. HOME EDUCATION: Complete the Earth in Motion worksheet to prepare for tomorrow's lesson |
4 DUE: Earth in Motion worksheet We continued our work on the sheet from yesterday and worked with wood blocks in groups to model the different types of stresses and faults. We looked at numerous examples of these faults and what happens to structures built above these faults, and watched animations of the processes. HOME EDUCATION: Study for quiz next week! |
| 7 Reviewed the last little bit about different kinds of mountains, looked at more pictures, and then talked about measuring EQs using a new handout. This material will be covered by tomorrow's quiz. We reviewed the different types of seismic waves and the difference between hypocenters and epicenters. HANDOUT: Measuring Earthquakes HOME EDUCATION: |
8 QUIZ: Covers Earthquakes After quiz, students got an article about some earthquake faults that go right under downtown Portland. Their assignment is to read it and summarize it. HANDOUT: Portland Faults Article HOME EDUCATION: Write a summary of the article including key components of article. One thing that must be included is an explanation of the diagram on the 2nd page of the article. |
9 Reviewed quiz Reorganized Science Binder and cleaned up to get ready for next quarter Then students did a self-assessment of their assignments for the first quarter and made a Final grade hypothesis for Academic and Effort HANDOUT: Grade prediction sheet |
10 NO SCHOOL TEACHER PLANNING DAY |
11 NO SCHOOL HOLIDAY |
| 14 DUE: Portland Hills Fault Article Summary We spent the period writing sympathy notes to Mr. Bixel's family because every one of this class had him last year and know him. It was incredibly thoughtful about how many students wrote notes. Thanks for your support of his family in these tough times. |
15 We discussed the different ways to measure earthquakes, and then did an activity using the Mercalli Intensity scale. HANDOUTS: Mercalli Intensity Scale (pink), Northridge Map |
16 We met in the computer lab today to have students try their hand at being virtual seismologists. They had to follow an outline to locate and then calculate the magnitude of a choice of earthquakes. HANDOUT: Virtual Earthquake |
17 Students continued work on the Virtual Earthquake Lab. Those that don't finish by the end of the period have to finish by Monday, Nov 28. HOME EDUCATION: Complete Virtual Earthquake |
18 Students got to see some real damage from earthquakes. They watched a shocking video called Forces of Nature. They had to explain both before and after the video what they were the most worried about - volcanoes, earthquakes, or tornadoes.
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| 21 PARENT/TEACHER/STUDENT CONFERENCES |
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| 28 Handed back a few papers and students recorded their scores. Then, we reviewed the Virtual Seismology work they did before the break and students must provide a written summary of how triangulation works. We showed this video in class to help explain, along with this animation. HANDOUT: Determining EQ Location: Triangulation summary |
29 We watched the video from yesterday one more time to see if there were any more questions. Then, we went to the computer lab to check out a fantastic website about earthquakes, USGS.gov. We looked around at the Earthquake information and I showed students how to report an earthquake if they felt one. HOME EDUCATION: Finish triangulation summary due tomorrow. |
30 DUE: Triangulation Summary (Academic Level 3 Assignment) After self-assessing using the rubric, students turned in the triangulation summaries. Then, I showed them the Seismic Eruption program (download freeware program on PCs only from this website). Once I did the demo, students received a handout to lead them through some specific things to learn from the program, specifically where earthquakes are located and what they can show. HANDOUT: Seismic Eruption Extra Stuff |
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| 17 We started the learning about seafloor spreading after a bit of review of Continental Drift. We watched an animation of continental drift into the future - cool. Students learned about Harry Hess and use of sonar to map the ocean floor. |
18 We reviewed a bit from yesterday and watched a couple short videos of the ocean floor. Then, students read a bit from the book as they followed an outline. After discussion of the answer, we did an activity to demonstrate how magnetic stripes are symmetrical on either side of the mid-ocean ridge. HOME EDUCATION: Students need to write a 1/2 page summary of the activity and how it models seafloor spreading. HANDOUT: Sea Floor Spreading outline
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19 DUE: 1/2 page summary of seafloor spreading activity. Students turned in the home education and we reviewed a few of them. Then, we went into subduction with some new dance moves to show the process. Students made observations on the world relief maps to look for patterns and landforms made through subduction. HOME EDUCATION: Write a 1/2 page on what would happen to islands located on the ocean floor if that ocean floor were to go through subduction. |
20 DUE: Hypothesis on islands on ocean floor going through subduction. Today, we went into a deeper discussion of subduction. We watched 3 animations that students took notes on. In those, we learned about what drives seafloor spreading - ridge-push and slab-pull. Absentees need to get those notes! Then we looked at the process of accretion more carefully which is where land gets added to the edge of a continent. Oregon is a perfect example of accretion. We did a fun and tasty activity to demonstrate accretion and students have to write about it. HOME EDUCATION: Summary of the accretion activity and how it explains how accretion works - this is academic! |
21 DUE: Accretion Activity Summary Today we had a lot more time to work more on the accretion summary. Then, we watched a couple more animations to solidify what happens with accretion. We looked at India as an example. Then we discussed the home education due next Tuesday. HOME EDUCATION: Students need to draw a 4-part animation to describe the process of seafloor spreading, subduction, and accretion. This is on the back of the seafloor spreading outline. |
| 24 Using the book, students completed a couple worksheets on plate tectonics and the formation of the Himalaya. HANDOUTS: Plate Tectonics Section Summary and Review worksheet, Formation of Himalaya worksheet.
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25 DUE: Seafloor Spreading 4-part diagram, in color, labeled, with explanations. In class, students reviewed the answers to the worksheets, and then groups had the task to analyze the plate boundary map to decide how things were moving around, and what landforms are expected with different types of boundaries. |
26 As a way to review, students worked with Milky Way bars to imitate how plate boundaries moved. They completed a handout in class. HANDOUT: Plate Boundaries HOME EDUCATION: |
27 We reviewed boundaries by reviewing answers to the map worksheet given a couple days ago. Then, we watched a PowerPoint presentation as a review and saw real-world examples of the boundaries and the landforms associated with them. HOME EDUCATION: Study for the quiz, and prepare cheat sheet. |
28 Quiz: Covers continental drift, seafloor spreading, subduction, and plate tectonics. Students can use a cheat sheet. |
| 31 To have some Halloween fun we made Monster Snot in class. Students had to follow a procedure and use some real Science skills to achieve quality monster snot. |
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