Gaede's Classwork and Homework
Science Week 1
August 20, 2018.
Opener: Brief Welcoming, Mentioning of what school supplies to get and take a Direction quiz on lined paper and students are to solve a Plexer puzzle. BADwolf (what could this mean or what common expression is it showing you by the Capital letters and lower case letters?)
School Supplies: One spiral notebook just for Science, pencils, one correcting pen (any color), and extra lined paper. If any of my students cannot get these supplies, please have them talked to me privately.
CW: Students will read the essay "Attitude is Everything" aloud in class. After reading aloud during class, students will discuss with elbow partners what was important trying to answer the Essential Question: What kind of Attitude is better to have in life and Why? For the first few days, I let students sit where they think that they can learn the best but room 132 is a large room so students with poorer eyesight should not sit in back. Planners each day should be filled out. Students may take pictures using their phones or write the CW and the HW down each day in their planners. Students should write in their planners that they have taken a picture with their phones.
HW: None except to think about what was learned today and to try to get the supplies by next Monday.
August 21, 2018.
Opener: Students will share what they learned from last class by answering the essential questions. Ms. Gaede will take volunteers today but soon each student will have his or her name on a stick (Popsicle sticks)
CW: Students will be shown how to measure and weigh certain items and complete each of the measurement worksheets go over them in class. Students will then get to do a get to know you activity where they roam around the room and find answers to their worksheet.
HW: Students will get a lab Safety contract to read and get signed by parents. This contract will be due on Monday or sooer. A lab safety quiz will be next class to make sure that my students are understanding lab safety.
August 22 and 23, 2018.
Opener: Ms. Gaede will collect Lab Safety Contracts if brought back early.
CW: Students will use a class copy to read and view, while Ms. Gaede goes over some Safety Rules and Equipment that they will be using in Science this year. They will be given a worksheet about Lab Safety to complete. Students are given a lab safety quiz and corrected. Students will roam through the class when asked to in order to complete a worksheet about "Finding Someone Who" This is a good way to get to know classmates.
HW: The Lab Safety Contract needs to be read and get signed by parents. This contract will be due on Monday. Please keep up and study a little every night. Be sure to get the Science school supplies also by Monday.
August 24, 2018. NO BACK PACK DAY Students do not bring their backpacks at all and will play team building schools in their classes.
August 27, 2018.
Opener: Students will grade and record Lab safety quizzes. Students will turn in their Lab Safety Contracts given last week that needed to be signed by both student and parent (or guardian) Getting IJ (interactive journal) ready and writing down the Phenomenons: Both anchor and investigative
CW: Students will begin to learn what is Living and Nonliving and what these are made up of. Students need to understand that everything has patterns. We group different categories into living, non-living, or once-living things. We group matter into solid, liquid, or gases. Water exists in all three states. Anchor Phenomenon is What are the things in the world made of? Investigative Phenomenon is What is water made out of, what actually happens when it changes between solid, liquid, and gas?Students will watch video about amazing water (H20). All matter is made of building blocks (particles) that are orders of magnitude smaller.
HW: Study and review what we have learned today and think about the Phenomenons presented. What is water and matter made out of and what actually happens when these particles change states?
August 28, 2018.
Opener: See video again about water and take more notes.
CW: 7th grade model to help with our final explanation and drawings:
1. Particles are always moving
2. Particles can interact (including collide, attract, and repel one another.
3. Particles can be complex structures called molecules that are made up of smaller particles called atoms. Or particles can be individual atoms. Today students will try to understand models that explain relationships between thermal energy (heat), change of state, and the motion of particles at scales too small to see by annotating a reading about the states of matter. Student will be given a worksheet to keep and glue in their journals next class (so do not lose)about "talking to the text" They will use this to follow the directions of how to annotate and what is expected for them to do while reading this two page article. Ms. Gaede will show what happens during heat or energy transfer for Students to draw in their Interactive Journal.
HW: Please keep reviewing every afternoon or evening what you have been shown and what activity you did in order to learn the NGSS curriculum. Also, if students do not finish their work in class, they must finish it as homework at home.
August 29 and 30, 2018.
Opener: Lab safety Contracts past due and getting our textbooks.
CW: Students will see a Food Coloring lab demo which some students will help do with Ms. Gaede (by her drawing sticks with students names on them) about temperature change. Students will complete a worksheet while the lab is in progress at their seats unless they are helping with the Lab. Students refine understanding that temperature of a material depends on average speed of the particles that make it up. Students should use their prior knowledge, yesterday's lesson, the scientific method forming a hypothesis; see modeling (patterns); create graphics, notes' showing results and their conclusion. Students will take a quiz about the reading that they annotating on Tuesday. Students will hopefully have time to work on their annotation about the States of Matter Article.
HW: Learn, memorize, ask questions, strive to come up with correct hypotheses and explanations.
August 31, 2018.
Opener: Last call for Lab Safety Contracts before losing points. Students will do an opener about drawing water particles in motion.
CW: Students will view a power point and take some notes instructed by the teacher a minimal amount of notes in their Interactive Journal in order to review what they should have learned and understood during this week's video notes, making predictions, graphics, reading/annotations, activities, etc. Students should be able to answer: What is water and matter made out of? And What happens when the States of Matter change between a solid, liquid, and gas? Ms. Gaede will review what students should have put in their annotation about the States of Matter Article.
HW: Rest over the weekend. If behind, please get caught up and keep on studying.
September 3, 2018. Holiday no School today:)
September 4, 2019.
Opener: to be announced.
CW: Students today will learn about Air Pressure. If one, measures the air pressure in bicycle tires on a cold morning and again later in the day after riding on hot pavement, what would we find? What is air pressure? More will be added here.
HW: Learn what air pressure is and how it affects us or other things on Earth. What causes air pressure? Etc.
September 5 and 6, 2018.
CW: Students will do an investigation lab where students heat a flask topped by a balloon and watch as the air inflates the balloon and then deflates as it cools. Repeating the process over and over convinces students that air is not escaping the system and it is truly a closed system. However, some change is occurring. Students need to make a hypothesis about why this could be happening.
September 7, 2018. Ms. Gaede will need to go to a Curriculum Development Planning Day meeting and will have a substitute administer the test this day.
Opener: Roll call and test instructions
CW: Students will be given a common assessment. It will be collected and graded on another day. Students will then read an Article about what Elements are the Most Abundant in Living Organisms and given 17 questions to answer as they read this article.
HW: If all caught up, none
September 10, 2018.
Opener: Students will be given their week 3 grades. Ms. Gaede will initial the Planners which show week 3 grades.
CW: Students will grade the tests given last Friday. Period will have to also grade their annotation. The Lab answers to the 2 lab questions will be discussed as a class. Students will see a video showing a ring and ball being heated and cooled and students are to take notes on Page 13 where they answered the two lab questions. They are to tell what is happening to the molecules in the ball and ring experiment.
HW: Study about what you have learned today. Keep going through your Interactive Journal to review. Also, redo's of the annotation are due by the end of this week. To grade them come in at lunch and help grade your papers with another students if available or with Ms. Gaede
September 11, 2018.
Opener: Students will get to see their common assessment for a brief time and give their scores to Ms. Gaede. Students or parents that were not here for Back-to-School will get the two papers given out then.
CW: Students will review a little more about atmospheric pressure and then will move on to learn about Density. Students will see a video about density and take notes on page 14.
HW: Study what you learned about Density today.
September 12 and 13, 2018.
Opener: Finishing Portfolio folders by gluing your names and then putting graded work in before Ms. Gaede collects them back.
CW: Students will do a Density lab today and answer questions explaining what happened and what density is.
HW: Study and finish the lab if you were not able to do so.
September 14, 2018.
Opener: Students will receive a code for Google Classroom today so that they may start seeing many of the worksheets and video links there to obtain if they were absent or lost a worksheet.
CW: Students will grade their answers about the Abundant Elements Found in all Living Organisms and give scores to Ms. Gaede. Students will copy the Table of Contents made by Ms. Gaede reminding them of what work in their Interactive Journal that they have done so far. Students will watch another video about Density if time allows.
HW: Study notes about Density on page 14 in IJ and also think about why do boats float. Aren't they too heavy?
September 17, 2018.
Opener: Students will re-watch or watch for first time fourth video about Density. Students will then watch a video about water and temperature review what particles do when heat is added.
CW: Students will get a worksheet and work in pairs to answer this worksheet about Density mentioning mass, volume, density after watch a video about heating and cooling water. Students will also discuss as a class about their finding in the most recent Density and Temperature lab.
HW: Keep on studying all about Density. Quiz this Friday about Air Pressure, States of Matter phases, and Density.
September 18, 2018.
Opener: Students will be given new vocabulary words to check off what the know and then glue in IJ Page 16. The words that they still do not know, students should add to their list in back of their Journals and find by researching what these words mean.
CW: Air Pressure and temperature will be re-examined showing a video about hot air balloons. Students will take notes on page 15 about this. Students will see a simulation to see first hand what increase or decrease of pressure does. When changing States of Matter. Students will start annotating their article about Air Pressure after reading and answering questions about what they read.
They should see that:
With decrease in pressure, a smaller addition of thermal energy is required for particles of a liquid to change to gas because particles in the gaseous state are colliding with the surface of the liquid less frequently and exerting less force on the particles in the liquid, thereby allowing the particles in the liquid to break away and move into the gaseous state with the addition of less energy.
When an increase in pressure, a greater addition of thermal energy is required for particles of a liquid to change to gas because particles in the gaseous state are colliding with the surface of the liquid more frequently and exerting greater force on the particles in the liquid, thereby limiting the movement of particles from the liquid to gaseous state.
When we learned about Cohesion and that water does not like to be pulled apart this showed us that there must be some force that holds particles together in addition to the collisions that push them apart.
HW: Get or stay caught up and study about Density, Air pressure, the phases changes of matter.
September 19 and 20, 2018.
Opener: Students will view a States of Matter by Study Jams video and take notes on page 14 and 15 after labeling "States of Matter"
CW: Students will complete a worksheet about the States of Matter. Students will then do a States of Matter Lab and complete the lab write-up.
HW: Keep going over all and finishing work if didn't finish in class.
September 21, 2018.
Opener: Students will receive an award to put on the Wall of Champions for receiving a 80% or higher on their first common assessment quiz.
CW: Students will learn about CER (Claims, evidence, and Reasoning) viewing a Power point and receiving a guide to help them that should be glued or stapled in their Journal page #17. Then they will take a Quiz using CER and their knowledge about what they have learned so far about air molecules and temperature, etc.
HW: Rest over the weekend unless behind. Then, get caught up asap!
September 24, 2018.
Opener: 15 minutes to finish Balloon Quiz following CER.
Regrade Changes of States and give scores to Ms. Gaede. Students have a chance to get a better grade by doing a Rewrite for Changes of States.
CW: Students will be given a 10-15 minutes to add to their Air Pressure Annotation by writing 4 questions they have while reading. The Water lab will be addressed and graded either Wednesday or Thursday of this week.
HW: no HW if caught up and did all that was gone over and discussed in class. Write ups are due this Friday to improve grade on States of Matter.
September 25, 2018.
Opener: Finish up States of Matter videos. Switch back to Air Pressure Article to help. On page 17, make a model of the air molecules of how they would look when cold, some heat, and lots of heat (some hail or snow, some rain, and very hot weather)? Add arrows for the direction of each molecule or particle and show motion lines and the correct spacing. Think how can pressure affect temperature.
CW: Students will now apply what they have learned about states of water to predict behavior of different substances. 1)Copper is a solid at room temperature. What does this tell us about the attraction between particles of copper compared to particles of water? 2) Helium have very weak attraction with themselves or other particles. Predict then something about the relative freezing temperature of helium compared to other gases like nitrogen which has a stronger attraction to each other.
Students will then see a picture of a snow-capped mountain. They will copy the phenomenon on page 18. Why is precipitation more likely at high altitude? Why is it colder at higher altitudes. Answer questions.
Going back to air pressure in terms of particles Less pressure, less particle collisions. How does a change in pressure cause a change in temperature? Students should be able to answer this now.
Copy second Phenomenon: Inflating a tire with a bicycle pump (which warms up) and then rapidly deflating the tire and feeling the valve cool down.
HW: keep learning all that we are discovering and learning please each night and please make sure that you are all caught up!!! Turn in next class the 3 labs about water, air, temperature and water changing into it's 3 states of matter. Also, bring the Balloon Quiz finished to grade and score. 6 weeks grades by Friday.
September 26 and 27, 2018.
Opener: Grade and give scores to Ms. Gaede the labs and Balloon Quiz.
CW: Students will view the Lego video. Ms. Gaede will show it twice. Then, students are to complete their charts by stating why it was an element, compound/molecule or mixture. Students will use the Chart with colored Legos provided (class copies) in order to help them remind them of the video. They need to study the colors to let them know if the elements or compounds are the same or different.
Students will be given the answers to see if they figured it out. And then explain what an element, compound/molecule and/or mixture is,
Students will then finish up their Air pressure annotations by summarizing in 4-6 sentences, what the article taught them about air pressure.
HW: Turn in all work now please. We are at the 6 week mark and grades are sent home.
September 28. 2018.
Opener: Students will be given 10 minutes to finalize their Air Pressure Annotation. Students will answer the two phenomenon questions or observations. Students will add the symbol of heat to their air molecules model on page 17 of their Interactive Journal. They will glue in their Rubric on page 5 of interactive Journal.
CW: Students will see the Atom video taking Notes on Page 19 of IJ and then begin to learn more about elements attraction to different elements and complete a worksheet showing these attractions.
HW: None if students have a good grade and are all caught up!
October 1, 2018.
Opener: Roll call for Sub
CW: Students will read about Atoms, Molecules, and Elements. They will annotate this article by reading it several times and follow the rubric. Before the class is finished, they will grade their own annotation and then finish what they have 0's on at home as homework.
HW: Keep reviewing about atoms, molecules, compounds, pure substances, and mixtures.
October 2, 2018.
Opener: Grade Air Pressure Annotation and completing the Air Pressure multiple choice.
CW: Cut and paste element and molecule worksheet to Interactive Journal page 21. Make sure before gluing that everyone came up with the correct images for the worksheet. Students will view a class copy about atoms, molecules and compounds that will be used to help them in the lab for next class.
HW: Keep memorizing and studying chemistry. Unit Test is one week away.
October 3 and 4, 2018.
Opener: Students will give their Air pressure Annotation scores to Ms. Gaede if didn't. Then, pre-lab about Marshmallow Lab
CW: Students will create various elements, molecules, compounds, pure substances, and mixtures as part of their lab in groups of 4. However, everyone will draw their models on their lab worksheet after making the Marshmallow molecules using colored pencils. They must get it checked by Ms. Gaede before they draw anything.
HW: Keep on learning and staying caught up! Grading Interactive Journal next class.
October 5, 2018.
Opener: Students will correct their Elements, Molecules, and Atoms Annotation and give scores to Ms. Gaede. Also, correct Hanging Together and begin to grade the Interactive Journal adding the newest Table of Contents using the rubric on page 5 of Journal. Students will be able to improve their scores by giving one more week to improve their Notebooks.
CW: Students need to complete a true or false worksheet about Molecules and then change the false ones make them true.
HW: None unless grade is below a C and you are behind.
October 8, 2018.
Opener: Getting on the Chrome books and seeing if they can go to Edulastic.com
and get to this using a code.
CW: Students will complete as much as the Web-quest as possible as a review about what we have learned throughout this Unit I.
HW: Keep studying IJ, past worksheets, and the Web-quest getting prepared to do well on the Unit I Common Assessment coming this Wednesday and Thursday.
October 9, 2018.
Opener: Marshmallow Lab: is it finished? Interactive Journal needs to be complete by this Friday.
CW: Students will copy notes as they view the Exam Concept Power point on page 22 in their Interactive Notebooks. This is a good review for the test and act as a guide to what should be studied.
HW: Test next class! Please study.
October 10 and 11, 2018.
Opener: Getting on chrome books or laptops to take test. Following test, students are continuing on the Web quest that they started on Monday.
CW: Students will take the test and see scores instantly on Edulastic.com
Finish the Web Quest Review answering your worksheet using Google Classroom links.
HW: None unless behind or have a grade below a C in Science. Bring IJ, Molecule worksheet, and Molecule Lab to next class for grading.
October 12, 2018.
Opener: Students receive write-ups if they received lower than a C on the Unit 1 common assessment. This is due next Friday. Students can do research or use their worksheets or notes.
CW: Students will grade their Interactive Journal, Assignment #21 Molecule worksheet True or False, and the Molecule Lab (with Marshmallows). Students will give scores to Ms. Gaede
HW: Make your Reflective Journals (5 pages stapled with two staples like a book letting the holes be matching so it can be put in a binder).
October 15, 2018.
Opener: Students will make sure that their Reflective Journals are finished.
CW: Students will take video notes about Mixtures, Solutions, and Chemical Changes on page 23 of IJ.
Students will then try to redo their Physical and Chemical Change Worksheet received as a pretest on last Friday.
Students will complete and graph their Unit 1 scores and receive the Wall of Champions ticket if students received 80% or higher on the Unit 1 exam.
HW: Do the Reflective Journal please putting date, Title, and what you learned today or should have learned.
October 16, 2017.
Opener: Students will need to graph their Unit 1 test scores today. First 5 minutes.
CW: Students identify changes that happened over 200 years in a river environment and ask questions about the similarities and differences between these changes.
Anchoring Phenomenon: within a river environment, a lot changes in 200 years. Plants and animals live and grow. Students will write this anchoring phenomenon in their Journal on page 24 and discuss possible changes: fallen trees, tree growth, appearance of new organisms, disappearance of organisms (deer carcass), erosion of rock, etc. Students will view a second video about first changes by fire on an environment and change with chemicals seeing another Video on page 24.
Still on page 23 students should write down Investigative phenomenon- When substances mix, sometime unusual things happen and sometimes they don't.
October 17 and 18, 2017.
Opener: Students will be given missing work. Do NOT Lose please will need to copy for 9 week grades unless turn in.
CW: Students will be given new Vocabulary terms for this new Unit. Students should put this on the back of page 24 or 25 if no room. Again they should check off what they already know and put the new terms in the back of their Journal and find their definitions by doing some investigative research via phone or internet.
Students will see and help out with a special Demo using copper pennies and seeing what happens when they are placed into different solutions. An accompanied video will be presented to help students think of a model of what is happening and why. They will be given a chance to revise this model on their worksheets
October 19, 2017.
Opener: Students will be given their 9 weeks grades with missing work. They are to graph their week 3, 6, and 9 grades and list missing work. Rewrites and Web quests are due.
CW: Reviewing all that has been learned this week about Mixtures, Solutions, and Chemical Changes.Students will share their Reflections for the week. Web quest scores are given to Ms Gaede after correcting them. Students will see another video about density.
HW: None if all caught up!
October 22, 2018.
Opener: Students with grade below a C need to return rewrites and grade summary if grades are below a C or if they received below a C for Unit I Exam
CW: Continuing Identifying similarities and differences including changes in physical and chemical properties of each substance before and after their interactions. Thinking about seeing, smelling, feeling or hearing when identifying these similarities and difference. Videos will be shown to see many different interactions. Students will see two demos with some student participation concerning density. And videos about about physical and chemical properties. Students are to continue to take notes while they are watching the videos. See all video links on Google classroom. Two demos will be shown about density and physical properties.
HW: Students need to complete their Reflecting Journals M, T, and W/Th.
October 23, 2018.
Opener: Students should be asked if a can of soda bubbling is a physical or chemical
Change? Why? as a Review.
CW: Students will work in groups Students will create a graphic organizer by using a Venn Diagram. This will help see the signs/differences/similarities between physical and chemical change. Students are to make two lists now of Physical and Chemical change. On page 26, front side opener questions and answer, chart listing physical and chemical changes after the reading, then after small groups finish up placing information into the Venn Diagram.h
HW: Students need to write in their Journals and finish their graphic organizer.
October 24 and 25, 2018.
Opener: Today we are I am doing differentiated teaching. There will be a Group A and B.
CW: Students if did the rewrite, grade above a C, finished their 2 reflections for this week, and finished their Venn Graphic Organizer about Physical and Chemical properties and changes will do a lab with vinegar/baking soda and Sugar/water comparing sugar and water. They will use the CER method after doing the lab and copy the procedures before beginning this lab. Students must follow Ms. Gaede's format for the lab write-up for the both labs. However, in the sugar and water second lab, they will need to create their own procedural steps. Group is learning by finish their work with one on one help from Ms. Gaede.
HW: Students need to complete this lab and also their reflection for today.
October 26, 2018.
Opener: Are you caught up? If you did the lab, did you complete both write-up about the lab including Predictions, Procedures, Observations, and the CER with the question. Students will quickly grade the Physical and Chemical change worksheet done last week plus the Penny Demo worksheet.
CW: Ideas about what happened in the lab.(need to be copied in Journal page 28).
Only chemical changes have new substances (new molecules) form. Physical Changes might show a phase change but is still the same substance. The change in the properties of substances is related to the rearrangement of atoms in the reactants and products in a chemical reaction. For example, when a reaction occurs, atoms from the substances present before the interaction (reactants) must have been rearranged into new configurations, resulting in the properties of new substances (products.) Only chemical changes have changes in bonding of the atoms within molecules. A chemical bond is how atoms stay together as molecules.
The chemical reaction of Vinegar and Baking Soda was The equation when combining baking soda and vinegar is
NaHCO3 + HC2H3O2 = CO2 +H2O + NaC2H3O2
Here the reaction takes place in two steps:
Students will copy all of the above in their Interactive Journals on page 28
October 29, 2018. NO SCHOOL STAFF DEVELOPMENT
October 30, 2018. Ms. Gaede will be again having a Sub in order to plan out the 7th grade curriculum for Clovis Unified.
Opener: Roll and putting T, P, V, Q, C, and S at top of worksheet.
CW: Students will read an Article about Physical and Chemical Changes. They are to follow the "Talk to the Text rubric" and annotate as they read this Article several times. Turn in the finished Annotation.
HW: No reflections this week. Get caught up please and have a C or higher in your grade for Science. Due W/TH ---- Physical and Chemical Study Guide given last Friday. Make sure that you have copied on page 28 all about explaining the Vinegar and Baking Soda lab in details, sodium chloride ions explanation, and counting the reactants and the products number of atoms for each element.
October 31 and November 1, 2018.
Opener: Are you caught up? If you did the lab, did you complete both write-up about the lab including Predictions, Procedures, Observations, and the CER with the question? If you did not do the lab, did you copy Ms. Gaede's Lab Write-up and answering after listening to her and copy the lab explanation on last Friday the prediction, procedures (1-7), observations of what happened after mixing the baking soda and vinegar, and the CER?
CW: Students will learn about reactions that create Synthetic materials. Natural resources can undergo chemical changes/reactions that could be used. Students will watch a video and then answer a worksheet discussing after the video with elbow partners. They will also do a lab about Conservation of Matter by using the triple beam balances and seeing if the Matter was conserved or not. Students will add to a class data table and copy results in their Interactive Journal on page 29.
HW: Finish all worksheets given so far. They will be graded on Friday.
November 2, 2018.
Opener: Get out all worksheets that need to be graded today. View a video about chemical changes and take notes on page 30 of Interactive Journal.
CW: All work for the last two weeks should be done and will be graded today. May discuss the conservation lab or finish the Synthetic worksheet with video due next Wednesday/Thursday if time allows. We are grading for sure: Chemical and Physical Changes Lab CER write-up. Chemical vs Physical properties and changes worksheet, and the annotation of "Physical and Chemical Changes" Article. Students will give scores to Ms. Gaede
HW: None unless your grade is below a C.
November 5, 2018.
Opener: What happens to the reactant molecules when a chemical change has occurred?
CW: Conservation of Mass in notebook page 29 continues. Please explain why a student heated 1.24 g of copper carbonate strongly and a chemical reaction took place. After the solid, which remained, it had cooled and the student weighted it again and this time the mass was 0.80g. Why did the student find a decrease in mass in this experiment? He then heated the 0.80 g of solid again and after cooling, its mass was still 0.80g. Explain why it had not changed in mass this time.
Students will then view some videos and take notes on page 30 on the same page as the Video watch on last Friday about Chemical Changes.
HW: No reflections as long as you are learning something new each day in Science.And if you asked the next day you have an answer. This takes reviewing in the evenings or late afternoon what you saw and heard earlier in Science.
November 6, 2018.
Opener: Finish part B of Solving a problem on page 29.
Students will get a list of their missing work for 12 week grades.
CW: Students will using notes to complete this Observations and Evidence for Physical and Chemical Changes after finishing all videos. The class will get up and form 2 outer circles and 2 inner circles in the classroom and get partnered up and ask each other what they answered and why for one of the 1-9 Interactions to help make final claims. Choose ones your not sure of first. Then, Students will make their final claim on 7.2.1 Task Card.
HW: Keep on learning. No reflection if you promise to study all of what you accomplished today.
November 7 and 8, 2018.
Opener: We will grade the Synthetic worksheet at first.
CW: Students will study their class copy of what a Glucose molecule looks like structurally and then build this molecule out of marshmallows and tooth picks. They will then draw their molecule and color in their Journals.
They will see a video over time about a tree and dog growing and speculate what both need to grow and survive.
They will then see their 12 week grades because Ms. Gaede will not be available on Friday. The students that have a grade below a C will be given a Grade Summary Progress Report to get signed by their parent or guardian. This must be brought back on Monday.
HW: Get and keep caught up in Science.
November 9, 2018. We are having a Sub today due to all 7th grade Science Teachers will be out planning.
Opener: The Sub will take roll and start the quiz first.
CW: Students will read an article and answer questions about the article after they take a quiz about chemical reactions, properties and changes. The quiz will be collected by the sub.
HW: Rest if all caught up. This is our 12 week grading time and grades will be mailed home.
November 12 is a holiday. Honoring our Veterans. NO SCHOOL TODAY.
November 13, 2018.
Opener: Grading test about Physical and Chemical changes and giving scores.
CW: Physical and Chemical Change worksheet and Reviewing Density,
Chemical Reactions, and Conservation of Mass. A video of molecules reacting with one another and balancing equations during chemical reactions.
HW: Study for the Unit 2 common assessment.
November 14 and 15, 2018.
Opener: Quick review maybe.
CW: Students will take the common Unit 2 Assessment. Students will view a Photosynthesis Simulation first drawing the picture of what is in this simulation. Then, they will experiment with the simulation what happens by doing all they can do that might effect the plant in this simulation. It has to do with photosynthesis but students do not know much about this experiment at this time. Students need to self discover about how plants make their own food (Glucose).
HW: Students will need to do a rewrite if they did not receive a 70% on the assessment,
November 16, 2018.
Opener: Class discussion about Photosynthesis what is needed (reactants) and what is produced (products) Students will view a video about a tree.
CW: Students will grade any past work that was not graded and give scores to Ms. Gaede.
HW: Happy Thanksgiving! Rest but if your grade is still below a C, please use some of this time to get caught up!
We have a week off for Thanksgiving:)
November 26, 2018. I am again away for planning the Clovis Unified 7th grade Curriculum
Opener: A sub will take roll. Please be in your correct seats. Students are sharing books with elbow partners. If someone cannot share then, the teacher will give them their own copy.
CW: Using the formula for photosynthesis on page 33 in your Interactive Journal, count the number of atoms and label how many for each element on the Reactant side and then on the Product side. Carefully and neatly create a new formula, showing each one having not only a chemical formula on page 35 but the structural formula for each molecule. Remember the shape of glucose is like a ring with 5 carbons and one oxygen it that ring. You can use your book to see and read about photosynthesis to help you. Look in the index to see the pages for photosynthesis.
Using elbow partners now memorize the formula for photosynthesis.
HW: Are you caught up? Should we Reflect each day of learning in Science or not. Is this necessary?
November 27, 2018.
Opener: Collect 12 week Progress update sheets
CW: Seeing a power point about photosynthesis and more. Students will take notes on page 36 in their interactive notebook. Go over Table of Contents: grading this Friday Interactive Journal.
HW: Study and memorize photosynthesis equation.
November 28 and 29, 2018.
Opener: Wall of Champions, turning in Progress and Grade Updates for 12 weeks, and REwrites. Students were told again what they are missing and that they need to give to Ms. Gaede this missing work or come in at lunch tomorrow.
CW: Students will build out of paper clips the photosynthesis equation and then try to make cellular respiration with what they had just created for photosynthesis. What two things were students not be able to build out of paper clips so they are missing but very important.
HW: Students should have by now memorized photosynthesis and cellular respiration. Hopefully, students are understanding these two equations and how both are very important processes for life.
November 30, 2018.
Opener: Changing Seats
CW: Students will redo their photosynthesis model and then underneath color code their structural model. Students will grade their Interactive Journal worth 100 points.
Students will make a new model showing a flower and how it does Photosynthesis on page 36 of IJ.
HW: Memorize photosynthesis and now cellular respiration pages 148 and 149 in Holt Science Textbook. Make sure that you finished your new model showing Photosynthesis and labeling the flower. Also, look up two important words concerning Photosynthesis: Xylem and Phloem and define these words under your new model on page 36 of IJ.
December 3. 2018.
Opener: Students will see a picture of a giant Sequoia and a seedling. What makes this grow?
CW: Students will be seeing a Video about Food and energy. They will take notes in their interactive Journal page 36 where their new Respiration Chemical Formulas are along with their structural formula of Respiration should be.
HW: Keep memorizing photosynthesis and respiration.
December 4, 2018.
Opener: We will grade the Equations finished last Friday today worth 35 points.
CW: Students will watch Ms. Gaede do a demo showing Photosynthesis and Cellular Respiration occurring with an Elodea Plant. We are using BTB (indicatorand seeing the presence of Carbon Dioxide. They are to draw the Experiment and label all. Today also, we are reviewing Photosynthesis and Cellular Respiration with a few videos and simulations.
HW: Keep up and study these two important processes.
December 5 and 6, 2018.
Opener: Students will be told how use a microscope correctly.
CW: Students will do the Stomata Lab and complete the worksheet. Stomata are found in your textbooks. They are to complete the lab worksheet.
HW: Finish all Science work.
December 7, 2018.
Opener: Behavior grades added and then 15 week grades given to put into Planner.
CW: Students will practice balancing equations again. We will grade this worksheet and give scores to Ms. Gaede toward end of class
HW: None unless students have below a C and have missing work or have not memorized the Photosynthesis and Cellular Respiration Chemical Equations.
Week 16, 2018.
December 10, 2018.
Opener: Students will put their 15 week grades in their planners and those students below a C will get a summary sheet to get signed by their parents. Students will see a graphic Doodle of Melts and they are to draw their own after list of the Energy Choices from viewing a ppt and video.
CW: Students will learn about different forms of Energy today and watch a Bill Nye Video taking notes in their Journal om page 38. Create a graphic Doodle of MELTS on same page 38 on back of this page.
HW: to be announced.
December 11, 2010.
Opener: Students will read using class copies about Photosynthesis and summarized the complete story about how Photosynthesis work on Page 37 in IJ. It should be at least 10 sentences.
CW: Students will grade two worksheets today and give scores to Ms. Gaede. They are the Stomata lab and the Balancing of Equations.
HW: Students need to make sure their summary about Photosynthesis is complete.
Student need to bring back their grade summaries signed if their grade is below a C still.
December 12 and 13, 2018.
Opener: Cards given out to random students for them to form the equations of photosynthesis and Cellular respiration.
CW: Students will take notes on page 39 in IJ about Photosynthesis and Cellular Respiration from two Summative tasks power points.
HW: Keep memorizing both equations by learning both chemical and structural formulas. Get all grades up by turning in missing work now please.
December 14, 2018
Opener: to be announced.
CW: Finishing up summative tasks ppts.
HW: Keep on understanding and knowing what and how and why Photosynthesis and Cellular Respiration processes are related and why they are vitally important to us.
Please stop here