January 7, 2019. staff development day NO SCHOOL
January 8, 2019.
Opener: Students will begin with leaving the first 4 pages for a Table of Contents including title of assignments and page numbers. Next, the Anchor Phenomenon is "Table Mountain" on pages 5 and 6 of IJ. On page 5, a prediction model will be glued in and students are to make a prediction by drawing and labeling words about how Table Mountain was formed using the video about Table Mountain. Next week on Monday, students should be able to explain how Table Mountain was formed on page 6. The Vocabulary words are to be glued in on page 7. The four Essential questions about what we will be learning will be on pages 8 and 8. Students will need to copy these questions.
CW: Students will view a power point showing table mountain and make a prediction about how Table Mountain in this Valley was formed millions of years ago. They will add by gluing a prediction worksheet on page 5.
HW: Are reflection summaries necessary for students to study a little bit every night about what they have learned each day in Science? Bring IJ back completed with all that we did today.
January 9 and 10, 2019.
Opener: Students will have a sub for 3 days while Ms. Gaede is being trained in RAAD, a way of reading for students.
The substitute will be given complete instructions of what her students should be doing each day. A projection of the Table Mountain article will be shown having the students put the T for title, P for picture, V for 8 vocabulary, Q for 4 questions, C for 4 connections, and S for Summary having 6-10 sentence total. Students will be told to make it very neat and readable when corrected because this will be worth up to 6 points more.
CW: Students will read the Table Mountain Article and learn how actually Table Mountain was made in nature. They will use the Talk to the Text Format of Annotating this article. Also, then they will read and answer questions about The Rock Cycle.
HW: Bring back finished Annotations for sure next class and Rock Cycle Reading with questions answered. Start to memorize The Rock Cycle. The Rock Cycle helps explain how all rocks are made.
January 11, 2019.
Opener: Students will grade their own Annotation today and then exchange papers with elbow partners, to see what grade their elbow partners think the annotated Table Mountain Article is worth. Total is worth 24 points and 6 points for neatness and how easy it can be read.
CW: Students will then use their Rock Cycle Reading with questions from last class and complete a template of the Rock Cycle. They are to complete with words as labels and pictures as best they can. Remind students to make this as neat and readable as possible. As students get done completing the template then students will choose a type of rock and write in their journals on the back of page 3 if they were a rock, what type would want to become and why. Minimum of 60 words.
HW: Finish this Rock Cycle Template. All boxes and lines should be completed. Try to finish your summary of which rock you might want to be and why.
January 14, 2019.
Opener: Reminding that their template and Story about which rock they would want to be including how they are formed is due by this Friday. Students will complete their NEW model about Table Mountain and glue onto page 6 in IJ.
CW: Starting with EQ#1 Can you see evidence of places where rocks are forming or changing? List different things that can happen to rocks
1. Erosion from river
2. Erupted fro volcano
4. Broken up by roots
5. Eaten up as a speck of soil on a piece of grass
6. dust blown by the word.
Students will also see two power points one about the Rock Cycle as a review and the other about changes on that have happened on our Earth over time. A template for completing their notes will be given and completed.
HW: Complete all work done so far and review by memorizing the rock cycle and key vocabulary words.
January 15, 2019.
Opener: Finish power point notes and copy on page 10 how rock changes. See the list being projected.
CW; Jigsaw Group Reading and White boards. Students will share their information after reading their article and putting important facts onto their white boards. Then, they will share about each article to the class. An exit ticket will be given where students need to list three things that they learned today from the articles.
HW: Study Study Study Maybe your class is doing Reflections because the class of students are not studying enough and learning each night what they are supposed to be learning.
January 16 and 17, 2019.
Opener: Students will grade their Interactive Journals today and give scores for this and the annotation to Ms, Gaede. Ms. Gaede will grade using elbow partners the Rock Cycle template, the questions about The Rock Cycle reading, and the Story about becoming a Rock and why on Friday. Be sure to bring all three things back to school on Friday.
CW:Students will do a lab simulating how rocks are made using crayons in a lab today. They are to follow directions and answer the questions as they go through the lab.
HW: Finish and bring Rock Cycle Reading with answered questions, the Rock Cycle Template, and the Rock Story (60 words) what type of rock would you like to be and how were you formed?
January 18, 2019.
Opener: Grade all three assignments mentioned as Homework last class. Give scores to Ms. Gaede
CW: Students will be given 10 minutes while giving scores to Ms. Gaede, their Rock Lab and Exit ticket if they never gave one to her before. Students are also going to copy on page 8 of IJ this list below: Under their EQ#1
1. Erosion from a river
2. Erupted from a volcano and lava flowing
3. Landslide or mudslide
4. Broken up by roots of plants or trees
5. Eaten up as a speck of soil on a piece of grass
6. Dust blown by the wind.
7. Animal burrowing a hole to live or hide in.
Now make pictures showing this list.
Adding changes are driven by the transfer of Earth's internal thermal energy. This internal thermal energy results from the immense heating of Earth's interior and causing the cycling of matter through the Earth's processes of melting, crystallization and deformation.
If time allows begin Powerpoint part 1 About changing Earth and use notes
HW: None if all caught up!
January 21 NO SCHOOL in honor of Martin King Jr. 's Birthday
January 22, 2019.
Opener: Starting the 2nd Power point about the Changing Earth and grading Notes Template about the Rock Cycle. Add anything new to EQ #1.
CW: After adding to EQ#1 if necessary and viewing a few videos about how the Earth changes. Students will color their pictures for EQ #1 that they worked on last Friday. Why do rocks look different? is the question that they should have answered by now.
HW: Memorize the Rock Cycle There will be a quiz on the Rock Cycle and Why Rocks look Different? next class.
January 23 and 24, 2019.
Opener: Students will see a video about Rocks and more. Notes should be on page 10.
CW: Students will take a Quiz about the Earth Changes Overtime answering the question Why do rocks look different including the Rock Cycle? If time allows we will correct the Quiz and give scores to Ms. Gaede. Both Notes about the Changing Earth will also be graded today.
HW: Finish The Rock Cycle Lab Questions and be ready to grade next class on Friday.
January 25, 2019.
Opener and CW: Students will grade the Rock Cycle lab exchanging papers with their Elbow Partners. Students will give their scores to Ms. Gaede. Since this is the end of the week 3 grading period. Ms. Gaede will give students on Monday their current Science grades to be put into their Planner and also to graph this grade using their percent grade on the worksheet that they were given during Semester I. Students will be taking notes on page 11. Students will view another video about Geology and Plate Tectonics.
HW: None unless grade is below a C or student is missing work. Keep learning from your mistakes on the last Rock Cycle quizzes.
January 28, 2019.
Opener: Students will be given their Week 3 grades to be put into planner. Students need to graph their current week 3 grade and make sure that they have an up to date test score graph. Coloring or giving patterns to their bars. Be precise.
CW: Students will use the RAAD reading method. They are first to read the Tornado Article individually once. Then, taking turns a student as he or she reads 1/2 the article and states questions, connections, confusion, if they know the vocabulary word or not , a guess reading the context what a word means, etc. The partner writes down what the other students is saying. Then, they switch. Following this as a whole class, students share what they and their partners wrote down while Ms. Gaede is writing these words down. Finally, students will either volunteer or using sticks suggest what was learned by this article. An Exit ticket will be given to students before the bell about what they have learned, what they want to learn more and any questions they have about this article.
HW: Memorize the rock cycle and be thinking how this Tornado article could relate to what we are learning about How our Earth Changes.
January 29, 2019.
Opener: How did the tornado article relate to what we have been learning about How our Earth changes? Page 11 in Interactive Journal. Answer question
CW: Students will answer on their own at first Essential Question #2. Then copy below to add to their answers. Answers could include plate tectonics pushing together (convergent plate boundaries) or weathering including glacial action and erosion/deposition, and volcano's erupting or exploding causing the volcanic mountain to shrink. Divergent boundaries can create ridges that are a type of mountain. Earthquakes can cause landslides that shrink or change mountains. Drawing pictures. Then, probably on back of page 9 if run out of room, copy from projector more information.
Near the Surface of the Earth (Geo-sphere), rocks "form and breakdown"by interacting with other Earth Systems. These are the Atmosphere, Hydrosphere, and Biosphere. For example, exposure to the air, wind, and biological activity all cause rock to weather.
These rocks can:
a. Physically or chemically change.
b. Experience chemical weathering by the atmosphere, hydrosphere and biosphere when chemical reactions break down chemical bonds holding rocks together.
c. Physically- cause rocks to break into smaller pieces with no change in chemical bonds.
d. Be affected by the Sun's (Solar) Energy which is Thermal Energy:
These forces drive chemical reactions and causes movements of wind and water in atmosphere and biosphere.
e. Change due to Gravity- constant downward pull on air, water, and rocks.
All of the above can help wear down Mountains and fuel the Rock Cycle.
Students will then watch a video about Soil Erosion and take notes on page 11 of IJ.
HW: Keep on learning, studying, and memorizing please.
January 30 and 31, 2019.
Opener: Students will be not having Science today in their classes. Students will be walked to a central location so they can take a test which will help in the decision for next year's placement for Honors 8th Grade Science. Grades, Math levels, and behavior witnessed in 7th grade classes will also play a role in this decision. No preparation of students is necessary for this test.
CW: Students will take the test and then busy themselves by reading a book, doing their math book, completing a word search or paper maze.
HW: None unless grade is still below a C in Science.
February 1, 2019.
Opener: Students will see the soil erosion video that we did not have time on Tuesday and take notes on page 11.
CW: Students will grade IJ again and give scores.
HW: Keep memorizing the rock cycle, continental drift, and plate tectonics. Know what erosion and weathering including deposition is and does.
February 4, 2019.
Opener: Students will see a picture of the California Coastline in Winter and Spring time (areal view.) Why does the Mountains parallel the CA coastline? Answer in IJ page 12.
CW: Students will watch a series of short videos all about the layers of the Earth and what they cause. On page 12 of Interactive Journal.
HW: Study, Study, Study! Memorize too.
Feburary 5, 2019.
Opener: Students get ready to go on Google Classroom to see link for Web quest.
CW: Students will use computers to answer the questions for Earthquake Web-quest on the link posted on google classroom. Students will need to finish this so that this will help for the lab on Wednesday/Thursday.
HW: Keep memorizing the Rock Cycle, Mountain building, See the movie about Plate tectonics and Continental drift to explain Uniformitarianism and Catastrophism plus how the Earth changes.
February 6 and 7, 2019.
Opener: Pre-lab Ms. Gaede will teach you about Longitude and Latitude lines in order to plot co-ordinates.
CW: Students will be doing a challenging lab about plotting Earth quake points to see how the plate boundaries match those places where Earthquakes tend to occur. This will be done individually after Ms. Gaede demos and show how to plot points. They need to have finished all questions in groups that follow after plotting their data. We will be grading this by the end of the period.
HW: Keep studying and ask for help if getting behind or having trouble finishing the work. Big Test coming soon. Ms. Gaede is always in her room at lunch to help her students unless, once in a while, Pizza Choice Luncheon is happening or her Science and Art club is in session. There is also Science Intervention after school to help you learn study and test taking skills.
Feburary 8, 2019.
Opener: Get scores from Earthquake lab and Quest.
CW: Students will watch a power point about Continental Drift Theory and all the evidence pieces. Students will take notes on page 13. When time allows, students need to finish the videos seen on last Monday.
HW: to be announced.
Week 6 February 11, NO School because celebrating and honoring Lincoln's Birthday
February 12, 2019.
Opener: to be announced.
CW: Students will put it together Pangaea after studying fossil data, shape of continents and other clues then glue on a piece of paper. One person will keep until the next day when they will try to draw their masterpiece inside their Interactive Journal page on 14..
HW: Keep memorizing and keep up please!
February 13 and 14, 2019.
Opener: Students will draw their master piece of Pangaea on page 15.
CW: Students will answer on page 8 and 9 the Essential Question: How did the Mesosaurus live in South America and Africa? Students will then view a brief power point about Plate Tectonic Boundaries. They will draw an example of each plate on page the back of 15. They must have this completed so that they can do a lab on Friday using Graham crackers as the plates and frosting as the magma (Lithosphere and the Asthenosphere). If time continue to show the video's begun last week. about Earth Layers, Earthquakes, and Volcanoes plus how North America was made.
HW: Study and memorize plate action and boundaries.
Feburary 15, 2019.
Opener: Students need to use their Journals and their knowledge about the different types of Plate boundaries. Ms, Gaede will prelab.
CW: Students will do the New Graham Cracker Lab showing the different types of plates on Earth and which movement causes what on Earth? Students need to draw and answer the questions while doing the lab.
HW: None if all caught up.
NO SCHOOL on the 18 in honor of George Washington's Birthday February 18th.
February 19, 2019.
Opener: Students will change seats today.
CW: Topography of the Ocean Floor. Students will reading and answer the questions while or after reading all about our ocean floors.
HW: Keep studying our Common Assessment about the Rock Cycle, Continental Drift, Plate tectonics, Erosion and Weathering, Mantle and convection currents, Thermal Energy and Geo thermal Energy, Uniformitarianism, Catastrophism, Sea Floor topography, and Natural Resources.
February 20 and 21, 2019.
Opener: Grading everything so far given today for Unit 3.
CW: Students will view a map about difference temperatures of the Earth's Crust in the US. They will see Oil production distributions and mining for Copper distributions. Hopefully, students will understand that their are areas on Earth with more resources than others. Also, that these a limited and not renewable. Students should learn also about how our Groundwater and how important for us not to pollute this and cause a disruption in the water cycle. Students will see slides from a power point and take notes.
February 22, 2019.
Opener: Begin with Some Ecology Vocabulary gluing it in IJ page 19.
CW: Students will watch a video about Wolves in Yellowstone Park. Students are to take notes in Interactive Journal on page 20. Students will be given a Study Guide for Unit 3. Exam is coming next Wednesday and Thursday.
HW: Rest unless grade is below a C.
February 25, 2019.
Opener: Use phones or reference books to find definitions to all of your vocabulary words. Biomass has been provided for you.
CW: Students will work on their Unit 3 Study Guide. Students can use any of their notes for this assignment. This study guide cannot be used for the test but will help them immensely if they completed it. it will also be graded.
HW: None except need to keep up and have a grade a C or above and study for this week's Unit 3 Earth test.
February 26, 2019.
Opener: Students will discuss with elbow partners what they learned about Yellowstone and the Wolves viewed last Friday. Ms. Gaede will stamp for last time Study Guide following Plate tectonic power point.
HW: Please study all that you were given today by reviewing your notes.
February 27 and 28, 2019.
Opener: A review of going over the answers to the study guide before the Unit 3 common assessment is given today. If the students has it stamped, they will received 50 points; not stamped if completed after Ms. Gaede give answers, worth 35 point, if incomplete worth 25 points if some has been attempted, and finally, zero if nothing has been answered.
CW: Students will take the Unit 3 common assessment. Following Students will go to a web site given by Ms Gaede.
HW: Rest unless your grade is below a C at this time. If time allows, we will grade our IJ's
March 1, 2019.
Opener: Giving Write-ups to those that did not receive a 70% on the last assessment for them to do as homework
CW: Students will grade their Interactive Journal if ran out of time last class. Students will see a video about Ecology and take notes on page 21.
March 4, 2019.
Opener: Class will have a Sub (while Ms. Gaede is helping our Clovis
Unified develop the 7th grade curriculum to comply with the NGSS)
Students will answer as an Opener in their Interactive journals on page 22: Explaining in detail what they understand about Ecology so far. Include a definition, key vocabulary words, limiting factors, interactions and give some specific examples such as naming what are abiotic and biotic things in a particular environment, what are renewable and non renewable resources, etc. 50 words please.
CW: Students will then complete the reading and fill in worksheet.
Following this they are to go back to their essay and add 50 more words after learning new terms and concepts from their reading and answering their questions.
HW: Keep studying about Ecology.
March 5, 2019.
Opener: Some students via sticks will be asked to share their Story about Ecology.
CW: Students will begin a powerpoint called the principles of Ecology 1 and answer some of the fill in blanks.
HW: Keep reviewing notes about Ecology.
March 6 and 7, 2019.
Opener: Students will write the Essential Questions in their Interactive Journals.
CW: Students will complete the Tracing Energy Worksheet. Students will view another Power point and use this worksheet to answer the questions.
HW: Please make sure that you are reviewing and memorizing.
March 8, 2019.
Opener: Students will view some Jams videos and take notes on page 21 where your last video notes were taken.
CW: Students will begin to answer their Essential Questions using what they have learned so far. Put on
HW: None except to review everyday what they are supposed to be learning about Ecology.
March 11, 2019
Opener: View the video the Circle of Life put on page 24
CW: Students will read about the Carbon Pools and annotate; however, writing down questions, connections, confusions, understandings, vocabulary they know or don't know including all their thoughts when reading. Handwriting must be very neat and legible. Elbow Partners will share.
March 12, 2019.
Opener: Grade Ecology power point
CW: Student will view and answer another Power point about carbon pools and learn more about organisms interaction. Students will need to take detailed notes copying all notes starting on page 8 until the end of the power point on front of page 24.
HW: Keep reviewing all that is learned. Quizzes will be coming soon.
March 13, 2019.
Opener: The Energy Lab prelab
CW: Students will do the lab and answer the questions in the lab write-up.
HW: None if all caught up.
March 14, 2019.
Opener: Students will copy a Energy Ecosystem model in their Interactive Notebooks using color and making legends on page 25.
CW: Students will then read about Food Webs and Chains. They are to read out loud as a class first. The Sub will pick sticks to choose who wants to read. Students are then next to annotate on the side their thoughts while comprehending what the article is telling them then write a 100 word Summary Essay about what Food Chains and Food Webs explaining what they are and how they are different in their Journals on front of page 26.
HW: Keep doing all work and keep up the with the learning!
March 15, 2019.
Opener: Khan Academy video Grade Carbon Annotation
CW: Students will view and take notes. They will also draw this food chain including what eats what (arrows and biomass),flow of eaten matter and inorganic matter like Oxygen or Carbon. Flow of energy, straight red to show energy from sunlight. Wavy to show "waste heat" from chemical reactions and respiration (leaving system). Then Red inside a black biomass arrow to show energy from food on back of 26.
HW: Finish all work. Make sure all things asked to draw or illustrate are done in Interactive Journal.
March 18, 2019.
Opener: Reviewing and comparing the two models of Energy Flow.
CW: Students will view a video about symbiotic Interactions between animals. Students will make a simple food chain and put arrows in the correct directions. The notes and food chain should be in their journal on back of 27 in Interactive Journal.
HW: Keep memorizing and studying.
March 19, 2019.
Opener: The sub will explain what to do. First students for 15-20 minutes will read a short Article about Symbiosis and write 60-100 word essay on the back of page 27 in Interactive Journal.
CW: Students will try to find their pair in a lab about mutualism, commensalism, and/or parasitism. Students are to jot down in their notebooks on the front of 27 where they took movie notes last class who they found and what do they do for each other.
HW: Review your Ecology power point that you viewed a few weeks ago and memorize these relationships.
March 20, 2019. Students will copy a Energy Ecosystem model in their Interactive Notebooks using color and making legends on Front of page 25.
CW: Students will then read about Food Webs and Chains. They are to read out loud as a class first. The Sub will pick sticks to choose who wants to read. Students are then next to annotate on the side their thoughts while comprehending what the article is telling them then write a 100 word Summary Essay about what Food Chains and Food Webs explaining what they are and how they are different in their Journals on page 26.
HW: Keep doing all the work and learn all the key concepts please.
March 21, 2019.
Opener: Ms Gaede will Prelab
CW: Students will do the Flow of Energy Lab and answer the questions while doing the lab.
HW: Keep reviewing all that you are learning.
March 22, 2019.
Opener: Period 2 will need to grade their Model 1 Energy Flow in an Ecosystem and give scores of the Carbon Pools and the Energy Flow Model 1. Students will view a video about Interactions and Energy flow.
CW: Students will make their own Ecology Pyramid today and then make a Food Web from this model of a pyramid and add 2 more producers, 1 more primary consumer, 1 more secondary consumer and no more except just a heron in their Journals page 28. This is an aquatic ocean Ecosystem. Make sure that you put the arrows going the correct direction. We do not want a Pyramid but using this pyramid now you can make the Food Web.
HW: Keep on studying please and memorizing.
March 25, 2019.
Opener: Students will be reminded about Symbiosis and view another video about it. See Google Classroom. I will have it there by today, Monday or maybe earlier.
CW: Students will get up and get into three groups again. They will do the Symbiosis lab three times and try to find their match each time. They will write down who they matched with and why in their Journal still on front of page 27 as they did on last Tuesday. The Group of Mutualism will move to Commensalism and the Commensalism group will move to Parasitism and Parasitism will move to Mutualism. Students will put back their cards each time before moving on. Ms. Gaede will give match answers to see if they were correct or not.
HW: Students should be learning about Symbiosis and which type means what. Review and finish all work given so far.
March 26, 2019.
Opener: Students will grade the Food Chain and Food Web Annotation.
CW: Students will complete a worksheet about Symbiosis and then pair and share. If time, Ms. Gaede would like to grade these worksheets
HW: Keep memorizing, understanding, and learning by reviewing some every evening.
March 27 and 28, 2019.
Opener: Grade the Energy Lab worksheet.
CW: Students will read the Dart Read 1.6 and then answer the questions while and after reading so assess their understanding about populations of deer. After getting most of the answers with your elbow partners compare answers obtained from is reading.
HW: See reading class copies on Google Classroom if did not finish and do finish by next class. Make sure that you have completed the Principals of Ecology and read this over for homework.
March 29, 2019.
Opener: Have students read their answers of the Principle of Ecology to Elbow Partners taking turns.
CW: Students will take two quizzes about all that we have learned so far about Ecology. Students will grade their partner's quizzes and give scores to Ms. Gaede.
April 1, 2019. Ms. Gaede is once again out as part of the Curriculum Design Team .
Opener: The sub will take roll.
CW: Students will be asked to do a worksheet front and back. They will discuss their answers with elbow partners and then write an essay of what they have either just reviewed or learned about Food Web and Trophic Levels. Then as a final assignment, they are to use the Food Web Pyramid given to make several Food Chains from this Web. There are many possibilities so try to do as many scenarios of who eats who and use proper arrows in your Food Chains. Do you not have to draw the organisms unless you want to but you do need to label in words what each organism is.
HW: If you do not remember the Ecology terms used today and are getting confused, please look at all that I have given you in your Interactive Journal Vocabulary or in the other assignments given and study these please. Memorize!
April 2, 2019
Opener: May grade an assignment or Interactive Journal.
CW: Students will read The Day It Rained Cats and answer the questions.
HW: Keep studying for the Unit test coming soon. Learn from you mistakes on the two quizzes given last week.
April 3 and 4, 2019.
Opener: Ms. Gaede will review about Ecology and remembering our first video about Wolves when we first started this unit. see Google classroom if never saw 45 minute Wolves in Yellowstone.
CW: The Wolves in Yellow video and completing and analyzing while answering questions on a worksheet. See Video on Google classroom put notes on page 29 of Interactive Journal.
HW: Review everything please a little every night. Tell a family member what you are learning about Ecology.
April 5, 2017.
Opener: Define Competitive, predatory or mutual beneficial interactions which occur across multiple, different ecosystems. Also, define Limiting Factors and Limiting Resources. Journal back of page 28 or if you have room go back to your Ecology Vocabulary page.
CW: Catch up day to grade everything that has not been graded today!
Week 14, 2019.