Earth Science
Week of January 20th thru January 25th
Monday
Holiday-Martin Luther King
Tuesday, January 21, 2014
1. Entry ticket (bell ringer- Distinguish between chemical and mechanical (physical) weathering and identify the role of weathering agents (e.g., wind, water, ice, gravity) 2. Direct Instruction ( Due to ANET review, students in classes 2 and 4 will work on a study guide in preparation for Test on Tuesday-“Rocks and Weathering”
-Classes 5 and 7 –view the Dust Bowl. Study Lesson 3 and review and assessment questions in preparation for test on Tuesday.
-Students take notes from Powerpoint.
3. Activity –Demonstrate contour plowing and conservation plowing.
Discuss crop rotation.
4. Exit ticket (Define contour plowing, crop rotation and conservation plowing.
HW: Chapter 9-Review chapter assessment and review questions, study guide and a lessons 1,2, and 3 in Chapter 9 of textbook. Come prepared for test on Weathering and Rocks.
Wednesday, January 22, 2014
1. Entry ticket (bell ringer (LEAP Practice); http://sciencenetlinks.com/science-news/science-updates/
2. Direct Instructions- Video on the Dust Bowl; Short discussion on crop rotation, conservation plowing and contour plowing.
Describe how humans’ actions and natural processes have modified coastal regions in Louisiana and other locations
3. Activity ( Administer Test-Weathering and Rocks
4. Exit ticket ( predicting how climate affect weathering)
HW: Read The Plant Doctor and hasta :LaVista, Regular concrete pages 338 and 339. Research Dr. George Washington Carver and write or type a one page paper about his study of plants, particularly the peanut plant. Or Identify in a one-page paper how weathering has affected a local site here in our state of Louisiana.
Thursday, January 23rd, 2014
1. Entry ticket (bell ringer-LEAP Practice; http://sciencenetlinks.com/science- news/science-updates/
2. Direct Instruction-Introduce Chapter 10, Mass movement describing the processes that build up and tear down Earth’s surface. Ask students how does gravity affect materials on a slope after observing and comparing movements of substances downhill.
-Have students demonstrate and explain the three major processes that shape the Earth.
-Students will read and demonstrate the four of mass movement of sediment downhill by gravity.
3. Activity -None
Exit ticket (What damage might be caused by a landslide, mud flow or slump?) -What damage might be caused by a creep>
HW:place the four types of mass movement in a graphic organizer and describe each one. Compare what all ave in common and contrast the four types. On back, lesson 1 of chapter 10.
Friday, January 24th, 2014
1. Entry ticket (LEAP Practice 10 questions-/ http://sciencenetlinks.com/science-news/science-updates/
2. Direct Instruction (Review homework assignment;
-Video on Carving a Cannon.
-Powerpoint to review Mass movement and Water erosion.
- Students take notes and read textbook, answering questions in pairs.
-Discuss how moving water cause erosion in Louisiana bodies of water.
- Students explore the land features formed by water erosion and deposition.
3. Activity (Lab-Raindrops falling page 350 in the textbook.
4. Exit ticket determine three land features formed by water erosion. Describe three land features formed by deposition.
HW: Lesson 2 from the chapter, identifying photos of land features formed and how they formed from erosion and deposition
Monday, January 13th, 2014
1. Entry ticket (bell ringer (LEAP Practice); http://sciencenetlinks.com/science-news/science-updates/
2. Direct Instructions- Video on erosion and weathering from Study Jams
-Discuss what breaks down rocks,; what cause weathering, and the rate at which weathering occur. Pages 315 through 321.
-Students compare and contrast weathering and erosion;
-Students compare and contrast mechanical and chemical weathering;
-Demonstrate abrasion using sand paper and wood;
-Discuss lesson on page 320 from text and demonstrate how fast weathering occurs.
3.. Activity ( Students use compare and contrast charts for both tasks above.
4. Exit ticket ( predicting how climate affect weathering)
HW: Chapter 9 Lesson 2 How Soil Forms-Read Lesson 2, answering questions within the textbook and worksheet
Tuesday
1. Entry ticket (bell ringer (LEAP Practice); http://sciencenetlinks.com/science-news/science-updates/
2. Direct Instructions- Video on erosion and weathering from Study Jams
-Discuss what breaks down rocks,; what cause weathering, and the rate at which weathering occur. Pages 315 through 321.
-Students compare and contrast weathering and erosion;
-Students compare and contrast mechanical and chemical weathering;
-Demonstrate abrasion using sand paper and wood;
-Discuss lesson on page 320 from text and demonstrate how fast weathering occurs.
3.. Activity ( Students use compare and contrast charts for both tasks above.
4. Exit ticket ( predicting how climate affect weathering)
HW: Chapter 9 Lesson 2 How Soil Forms-Read Lesson 2, answering questions within the textbook and worksheet
Wednesday
1. Entry ticket (bell ringe-LEAP Practice; http://sciencenetlinks.com/science-news/science-updates/
2. Direct Instruction-ANET Test
Students complete worksheets 1 and 2 from assigned work.
3. Activity -None
.Exit ticket (none)
HW:Come prepared to discuss How soil forms from the textbook.Assign graphic diagram on the process of soil formation. Students will draw a soil texture diagram and provide the different types of soil.
Thursday
-How soil forms; vocabulary; Introduce lesson using soil sample
- Read out loud and work in groups to answer questions in lesson from text
-Discuss soil fertility, soil texture, and soil pH
-Explain the process of soil formation and show video
Activity (Lab: students examine top soil, subsoil, humus, gravel, and sand.
Students describe in pairs the bedrock c, b and a horizons as they construct the layers.
Lab: Students determine the pH (acidity) of soil
3. Exit ticket ( Describe Bed rock, C, B, and A Horizon
HW: Students construct a soil texture chart and do enrichment lesson from lesson 2
Friday
-Discuss how soil types and plants are related.
-Discuss how living things affect soil. Students work questions assigned in textbook.
-Show powerpoint on Lesson 3-The dust Bowl and Soil conservation as students take notes
3. Activity ( page 328 in textbook
4. Exit ticket ( What might happen if plants use nutrients faster than they are replaced?)
HW: Study for test on Chapter 9-Review all three lesson within the chapter
Earth Science
Week of January 6th thru January 10th
Monday January 6th- Entry ticket (bell ringer/ 10 LEAP Questions
-Direct Instruction--Introduce the Wetlands explaining key definitions -Write on the board)
-Show videos-on the Mississippi Delta and saving the wetlands;
-Students read and answer questions in a silent study on the wetlands,
-Activity -http://www.louisiana-map.org/detailed.htm; Students observe maps of Louisiana. Video Clip
-Video Clip-Extreme Mapping for Interactive Science (Introduce assignment)
Tuesday, January 7th
-Entry ticket (bell ringer/ / http://sciencenetlinks.com/science-news/science-updates/ 10 LEAP Questions
- Direct Instruction- Begin discussion of “Exploring Earth’s Surface”.
-Class engages in discussion on Lewis and Clark Expedition.
- Write on the white board- Topography.(elevation, relief, and landforms)
- Write types and examples of three main types of landforms-plains, mountains, and plateaus on the board.
-Discuss land regions using a map key.
- Identify the largest land form regions.
-Activity- PowerPoint on and landforms-students answer questions
Exit ticket (Define the following words, topography, relief, and elevation.
Wednesday, January 8th
- Entry ticket (bell ringer/ / http://sciencenetlinks.com/science-news/science-updates/ 10 LEAP Questions
-Direct Instruction-Review Lesson 1
-(Begin discussion of “Exploring earth’s Surface”.
-Class engage in measuring distance in degrees-Review Worksheet
-Video Clip-Map Scale -Students practice problem solving
-Discussion on equator and prime meridian; degrees, equator, and hemisphere, latitude/longitude
-Review worksheet Models of Earth and see websites of Maps
-Class engage in measuring distance in degrees-Review Worksheet
-Video Clip-Map Scale -Students practice problem solving
-Discussion on equator and prime meridian; degrees, equator, and hemisphere, latitude/longitude
- Activity- Demonstration- grapefruit.
-Worksheet to all students and project locating cities within Louisiana. (Use map).
- Students use graphing paper to graph points on a mountain
Thursday, January 9th
-Entry ticket (bell ringer/ http://sciencenetlinks.com/science-news/science-updates/ 10 LEAP Questions
-Direct Instruction--Begin discussion of “Topographic Maps”.
-Engage students in discussion on “Geocaching” from Planet Diary
- Write on the white board- Definitions and draw pictures of Topographic map symbols
--Review key concept summary with the class asking questions on information in bold type.
-. Activity-Video on topographic map;
-Students distinguish between contour lines and contour intervals.
-Students explain how elevation, relief, and slope are shown on a topographic map and how a topographic map is read.
-In pairs, review answers to lesson 3
- Exit ticket (Define the following words, topography, relief, and elevation.
Friday, January 10th
- Entry ticket (bell ringer/ http://sciencenetlinks.com/science-news/science-updates/ 10 LEAP Questions
-Direct Instruction ( Review for test on Chapter 8)
-Activity –Begin Test
- Exit ticket (None)
Monday, December 9th
-What is half-life? How is Uranium-30 and argon related? What is carbon-14 and where is it found?
-Direct Instruction ( Review lessons 1, 2, and 3
- Find the absolute age of rocks;
Work in pairs to review study guide for test
Use graphic organizer to compare and contrast relative and geologic age of rocks
Tuesday, December 10th
Test-Geologic Times-Chapter 7 Lessons 1,2,3
Wednesday, December 11th
-How do scientist divide earth’s past, it’s geologic events and it’s earth forms?
-Student develop a time scale of their life beginning at birth.
-Describe how scientist first developed Earth’s history using the relative age of rocks and index fossils in a Geologic Time Scale.
-Discuss the Eras and periods of earth’s history.
_Introduce early Life via Planet Diary from textbook and explain why scientist are so interested in knowing more about the bacteria they find as they use submersibles in the ocean.
-Discuss how scientist suggest earth’s age using rocks, and how it takes it shape.
-Students determine the duration of each period within the Precambrian and the three Eras, Penzoic, Mesozoic, and cenzozoic using the chart from textbook.
Thursday, December 12th
- Begin review for Semester Exam –Measurements and Scientific Inquiry)
-Rock and mineral review (see website below) http://www.rockhounds.com//rockshop/rockkey/index.html#Igneous
- Identify rocks in the three different categories-metamorphic, sedimentary, and igneous)
Friday, December 13th
Exam Review
MONDAY, November 18th, 2013
- Compare and contrast the physical characteristics of rocks and minerals via a graphic organizer and PowerPoint presentation.
-Describe how geologists classify rocks according to its mineral composition, color and texture.
-Explain how geologist group rocks into three major groups-Sedmentary, igneous and metamorphic
Activities
Students examine rocks for texture, color, and composition.
Student’s pair and read pages from textbook pages 224-225.
Students identify the three major groups of rocks using rock samples.
Students describe how each of the rock groups is formed.Students review homework assignment of classifying Rocks
Identify pictures of rock to determine texture (grain shape, Grain pattern, and grand size)
Tuesday, November 19th, 2013
-Review key concept summary of classifying rocks and homework assignment, Lesson 2.
- Remind students that scientist examine a rocks composition, color and texture when they observe a rock sample.
-Page 223, discuss the composition of granite
-Rocks are made up of particles or minerals called GRAIN which gives the rock its texture.
-Texture is the look and feel of the rock.
-Texture is based on shape, size and pattern – page 224 in textbook
-Review concept summary for Chapter 6;
Activities:
-Students examine granite and basalt rock samples.
- Students explain the rock-forming minerals”;
- In pairs, students examine the various texture of rocks.
-Students read the origin of rocks and the three major groups of rocks page 225.
Wednesday, November 20th, 2013
-Review homework assignment on the rock cycle.
-Powerpoint on the rock cycle. Students take notes comparing rocks and minerals.)
-Describe how igneous, sedimentary, and metamorphic rocks are formed and changed in the rock cycle.
- Have student read page 227;
- Ask the following questions. Does the rock cycle have a beginning and an ending?
-What wears away and remove pieces of rock?
- How has the rock cycle and plate tectonics affected the earth? Page
-Describe the conservation of material on the rock cycle
-Review of lesson
Activities:
-Students will construct a graphic organizer from scratch to identify minerals and rocks.
-Students will complete a graphic organizer comparing rocks and minerals
Thursday, November 21st, 2013
- Video and karayoke on the rock cycle
- Chapter 6 Test on Minerals and Rocks)
Friday, November 22nd, 2013
- Introduce a trip through Geologic times. Chapter 7, Lessons 1 and 2-Fossils and The Relative age of Rocks.
-Show a powerpoint on the various fossils; Discuss the relative age of rocks;
-The relative age of rocks (Law of superposition) vs. the absolute age of rocks, intrusion and extrusions within rocks
-. Discuss the absolute age of rocks.
-Discuss the Key Concept Summary on Lesson 2.
Activities:
Video with questions on Geologic Times
Monday, November 11th, 2013
1. Direct Instruction
-Review-Discuss high silica magma and the formation of explosive volcanoes such as Mt. St. Helens in Washington State); volcanic ash, cinders, and large pieces are called bombs. Discuss trapped gases, thick sticky, and l
-Review- how Quiet eruptions have low silica content and the gases bubble out gently. Describe Pahoehoe lava and crumb cake lava. Page 195;
-Discuss volcanic hazards. Pyroclastic flow page 197. Discuss the stages of volcanic activity-active, dormant, extinct.
Earthquakes and volcanoes- Video
Video-Climbing through the rock Cycle
2. Activity-Groups 1 and 2 Read and discuss”Alvin II”, page 204; Read and discuss “An Ocean is Born” page 205;
Students answer questions while watching the video.
Paired work-students , graphic organizers related to day’s content)
3. Exit ticket (a takeaway/writing task directly related to what was read/discussed today)
Tuesday, November 12, 2013
1. Entry ticket (bell ringer/a writing task directly related to what was studied in last class)
2. Direct Instruction (Introduce Minerals and Rocks from textbook-pages 206-215; –“Properties of Minerals” -students participate with PowerPoint and by answering questions from the textbook.
-Show short Video-Climbing through the rock Cycle , well-planned lecture) + --Reading from textbook pages 211-215;
--Show pictures of mineral solutions and veins. Discuss minerals that are form by organic substances
3. Activity (- Students will write from the board the five characteristics that defines a mineral.
Lab: groups will examine various minerals and answer questions from topic on identifying minerals using color, streak, hardness, and luster.
Students will note 3 ways in which miners are formed.
.-Students will work in pairs to complete the Moh’s hardness scale page 214-215.
Exit ticket (Reading on properties of minerals-Answer two questions.
HW: Chapter 6 Lesson 1
Wednesday, November 13th, 2013
1. Entry ticket (bell ringer/a writing task directly related to what was studied in last class)
2. Direct Instruction (ANET Test)
3. Activity (None)
4. Exit ticket (Open Reading on Minerals with Questions)
HW: Read Chapter 6, Lesson p1 pages 216-221.
Answer questions within the textbook. Complete the assigned worksheet.
Thursday, November 14th, 2013
1. Entry ticket (Open Read on how minerals are formed with two questions
2. Direct Instruction (Brief discussion on the geode and Crystallization of minerals. Review the properties of minerals and how minerals are identified. Discuss and demonstrate color, streak, hardness, density, cleavage and fracture of minerals via PowerPoint and textbook.
Use the textbook to review Lesson 1.
Video- on physical mineral properties, How to identify minerals, and The rocky Lithosphere.
3. Activity (discussion, paired work, graphic organizers related to day’s content)
4. Exit ticket (Read Key Concepts from the screen and answer question provided on Exit Slip.
HW: Lesson 2- Classifying Rocks-Read and provide answers to definitions from lesson 1 Chapter 6
Friday, November 15th, 2013
1. Entry ticket (Properties of minerals-10 question quiz
2. Direct Instruction
-Compare and contrast the physical characteristics of rocks and minerals via a graphic organizer and PowerPoint presentation.
-Describe how geologists classify rocks according to its mineral composition, color and texture.
-Explain how geologist classifies rocks into three major groups.
3. Activity
-Students examine rocks for texture, color, and composition.
-Student’s pair and read pages from textbook pages 224-225.
- Students identify the three major groups of rocks using rock samples. Students describe how each of the rock groups is formed.
-Students review homework assignment of classifying Rocks.
4. Exit ticket (Identify pictures of rock to determine texture (grain shape, Grain pattern, and grand size).
Week of January 20th thru January 25th
Monday
Holiday-Martin Luther King
Tuesday, January 21, 2014
1. Entry ticket (bell ringer- Distinguish between chemical and mechanical (physical) weathering and identify the role of weathering agents (e.g., wind, water, ice, gravity) 2. Direct Instruction ( Due to ANET review, students in classes 2 and 4 will work on a study guide in preparation for Test on Tuesday-“Rocks and Weathering”
-Classes 5 and 7 –view the Dust Bowl. Study Lesson 3 and review and assessment questions in preparation for test on Tuesday.
-Students take notes from Powerpoint.
3. Activity –Demonstrate contour plowing and conservation plowing.
Discuss crop rotation.
4. Exit ticket (Define contour plowing, crop rotation and conservation plowing.
HW: Chapter 9-Review chapter assessment and review questions, study guide and a lessons 1,2, and 3 in Chapter 9 of textbook. Come prepared for test on Weathering and Rocks.
Wednesday, January 22, 2014
1. Entry ticket (bell ringer (LEAP Practice); http://sciencenetlinks.com/science-news/science-updates/
2. Direct Instructions- Video on the Dust Bowl; Short discussion on crop rotation, conservation plowing and contour plowing.
Describe how humans’ actions and natural processes have modified coastal regions in Louisiana and other locations
3. Activity ( Administer Test-Weathering and Rocks
4. Exit ticket ( predicting how climate affect weathering)
HW: Read The Plant Doctor and hasta :LaVista, Regular concrete pages 338 and 339. Research Dr. George Washington Carver and write or type a one page paper about his study of plants, particularly the peanut plant. Or Identify in a one-page paper how weathering has affected a local site here in our state of Louisiana.
Thursday, January 23rd, 2014
1. Entry ticket (bell ringer-LEAP Practice; http://sciencenetlinks.com/science- news/science-updates/
2. Direct Instruction-Introduce Chapter 10, Mass movement describing the processes that build up and tear down Earth’s surface. Ask students how does gravity affect materials on a slope after observing and comparing movements of substances downhill.
-Have students demonstrate and explain the three major processes that shape the Earth.
-Students will read and demonstrate the four of mass movement of sediment downhill by gravity.
3. Activity -None
Exit ticket (What damage might be caused by a landslide, mud flow or slump?) -What damage might be caused by a creep>
HW:place the four types of mass movement in a graphic organizer and describe each one. Compare what all ave in common and contrast the four types. On back, lesson 1 of chapter 10.
Friday, January 24th, 2014
1. Entry ticket (LEAP Practice 10 questions-/ http://sciencenetlinks.com/science-news/science-updates/
2. Direct Instruction (Review homework assignment;
-Video on Carving a Cannon.
-Powerpoint to review Mass movement and Water erosion.
- Students take notes and read textbook, answering questions in pairs.
-Discuss how moving water cause erosion in Louisiana bodies of water.
- Students explore the land features formed by water erosion and deposition.
3. Activity (Lab-Raindrops falling page 350 in the textbook.
4. Exit ticket determine three land features formed by water erosion. Describe three land features formed by deposition.
HW: Lesson 2 from the chapter, identifying photos of land features formed and how they formed from erosion and deposition
Monday, January 13th, 2014
1. Entry ticket (bell ringer (LEAP Practice); http://sciencenetlinks.com/science-news/science-updates/
2. Direct Instructions- Video on erosion and weathering from Study Jams
-Discuss what breaks down rocks,; what cause weathering, and the rate at which weathering occur. Pages 315 through 321.
-Students compare and contrast weathering and erosion;
-Students compare and contrast mechanical and chemical weathering;
-Demonstrate abrasion using sand paper and wood;
-Discuss lesson on page 320 from text and demonstrate how fast weathering occurs.
3.. Activity ( Students use compare and contrast charts for both tasks above.
4. Exit ticket ( predicting how climate affect weathering)
HW: Chapter 9 Lesson 2 How Soil Forms-Read Lesson 2, answering questions within the textbook and worksheet
Tuesday
1. Entry ticket (bell ringer (LEAP Practice); http://sciencenetlinks.com/science-news/science-updates/
2. Direct Instructions- Video on erosion and weathering from Study Jams
-Discuss what breaks down rocks,; what cause weathering, and the rate at which weathering occur. Pages 315 through 321.
-Students compare and contrast weathering and erosion;
-Students compare and contrast mechanical and chemical weathering;
-Demonstrate abrasion using sand paper and wood;
-Discuss lesson on page 320 from text and demonstrate how fast weathering occurs.
3.. Activity ( Students use compare and contrast charts for both tasks above.
4. Exit ticket ( predicting how climate affect weathering)
HW: Chapter 9 Lesson 2 How Soil Forms-Read Lesson 2, answering questions within the textbook and worksheet
Wednesday
1. Entry ticket (bell ringe-LEAP Practice; http://sciencenetlinks.com/science-news/science-updates/
2. Direct Instruction-ANET Test
Students complete worksheets 1 and 2 from assigned work.
3. Activity -None
.Exit ticket (none)
HW:Come prepared to discuss How soil forms from the textbook.Assign graphic diagram on the process of soil formation. Students will draw a soil texture diagram and provide the different types of soil.
Thursday
- Entry ticket (LEAP Practice 10 questions-/ http://sciencenetlinks.com/science-news/science-updates/
-How soil forms; vocabulary; Introduce lesson using soil sample
- Read out loud and work in groups to answer questions in lesson from text
-Discuss soil fertility, soil texture, and soil pH
-Explain the process of soil formation and show video
Activity (Lab: students examine top soil, subsoil, humus, gravel, and sand.
Students describe in pairs the bedrock c, b and a horizons as they construct the layers.
Lab: Students determine the pH (acidity) of soil
3. Exit ticket ( Describe Bed rock, C, B, and A Horizon
HW: Students construct a soil texture chart and do enrichment lesson from lesson 2
Friday
- Entry ticket (bellringer-LEAP Practice/ / http://sciencenetlinks.com/science-news/science-updates/
-Discuss how soil types and plants are related.
-Discuss how living things affect soil. Students work questions assigned in textbook.
-Show powerpoint on Lesson 3-The dust Bowl and Soil conservation as students take notes
3. Activity ( page 328 in textbook
4. Exit ticket ( What might happen if plants use nutrients faster than they are replaced?)
HW: Study for test on Chapter 9-Review all three lesson within the chapter
Earth Science
Week of January 6th thru January 10th
Monday January 6th- Entry ticket (bell ringer/ 10 LEAP Questions
-Direct Instruction--Introduce the Wetlands explaining key definitions -Write on the board)
-Show videos-on the Mississippi Delta and saving the wetlands;
-Students read and answer questions in a silent study on the wetlands,
-Activity -http://www.louisiana-map.org/detailed.htm; Students observe maps of Louisiana. Video Clip
-Video Clip-Extreme Mapping for Interactive Science (Introduce assignment)
Tuesday, January 7th
-Entry ticket (bell ringer/ / http://sciencenetlinks.com/science-news/science-updates/ 10 LEAP Questions
- Direct Instruction- Begin discussion of “Exploring Earth’s Surface”.
-Class engages in discussion on Lewis and Clark Expedition.
- Write on the white board- Topography.(elevation, relief, and landforms)
- Write types and examples of three main types of landforms-plains, mountains, and plateaus on the board.
-Discuss land regions using a map key.
- Identify the largest land form regions.
-Activity- PowerPoint on and landforms-students answer questions
Exit ticket (Define the following words, topography, relief, and elevation.
Wednesday, January 8th
- Entry ticket (bell ringer/ / http://sciencenetlinks.com/science-news/science-updates/ 10 LEAP Questions
-Direct Instruction-Review Lesson 1
-(Begin discussion of “Exploring earth’s Surface”.
-Class engage in measuring distance in degrees-Review Worksheet
-Video Clip-Map Scale -Students practice problem solving
-Discussion on equator and prime meridian; degrees, equator, and hemisphere, latitude/longitude
-Review worksheet Models of Earth and see websites of Maps
-Class engage in measuring distance in degrees-Review Worksheet
-Video Clip-Map Scale -Students practice problem solving
-Discussion on equator and prime meridian; degrees, equator, and hemisphere, latitude/longitude
- Activity- Demonstration- grapefruit.
-Worksheet to all students and project locating cities within Louisiana. (Use map).
- Students use graphing paper to graph points on a mountain
Thursday, January 9th
-Entry ticket (bell ringer/ http://sciencenetlinks.com/science-news/science-updates/ 10 LEAP Questions
-Direct Instruction--Begin discussion of “Topographic Maps”.
-Engage students in discussion on “Geocaching” from Planet Diary
- Write on the white board- Definitions and draw pictures of Topographic map symbols
--Review key concept summary with the class asking questions on information in bold type.
-. Activity-Video on topographic map;
-Students distinguish between contour lines and contour intervals.
-Students explain how elevation, relief, and slope are shown on a topographic map and how a topographic map is read.
-In pairs, review answers to lesson 3
- Exit ticket (Define the following words, topography, relief, and elevation.
Friday, January 10th
- Entry ticket (bell ringer/ http://sciencenetlinks.com/science-news/science-updates/ 10 LEAP Questions
-Direct Instruction ( Review for test on Chapter 8)
-Activity –Begin Test
- Exit ticket (None)
Monday, December 9th
-What is half-life? How is Uranium-30 and argon related? What is carbon-14 and where is it found?
-Direct Instruction ( Review lessons 1, 2, and 3
- Find the absolute age of rocks;
Work in pairs to review study guide for test
Use graphic organizer to compare and contrast relative and geologic age of rocks
Tuesday, December 10th
Test-Geologic Times-Chapter 7 Lessons 1,2,3
Wednesday, December 11th
-How do scientist divide earth’s past, it’s geologic events and it’s earth forms?
-Student develop a time scale of their life beginning at birth.
-Describe how scientist first developed Earth’s history using the relative age of rocks and index fossils in a Geologic Time Scale.
-Discuss the Eras and periods of earth’s history.
_Introduce early Life via Planet Diary from textbook and explain why scientist are so interested in knowing more about the bacteria they find as they use submersibles in the ocean.
-Discuss how scientist suggest earth’s age using rocks, and how it takes it shape.
-Students determine the duration of each period within the Precambrian and the three Eras, Penzoic, Mesozoic, and cenzozoic using the chart from textbook.
Thursday, December 12th
- Begin review for Semester Exam –Measurements and Scientific Inquiry)
-Rock and mineral review (see website below) http://www.rockhounds.com//rockshop/rockkey/index.html#Igneous
- Identify rocks in the three different categories-metamorphic, sedimentary, and igneous)
Friday, December 13th
Exam Review
MONDAY, November 18th, 2013
- Compare and contrast the physical characteristics of rocks and minerals via a graphic organizer and PowerPoint presentation.
-Describe how geologists classify rocks according to its mineral composition, color and texture.
-Explain how geologist group rocks into three major groups-Sedmentary, igneous and metamorphic
Activities
Students examine rocks for texture, color, and composition.
Student’s pair and read pages from textbook pages 224-225.
Students identify the three major groups of rocks using rock samples.
Students describe how each of the rock groups is formed.Students review homework assignment of classifying Rocks
Identify pictures of rock to determine texture (grain shape, Grain pattern, and grand size)
Tuesday, November 19th, 2013
-Review key concept summary of classifying rocks and homework assignment, Lesson 2.
- Remind students that scientist examine a rocks composition, color and texture when they observe a rock sample.
-Page 223, discuss the composition of granite
-Rocks are made up of particles or minerals called GRAIN which gives the rock its texture.
-Texture is the look and feel of the rock.
-Texture is based on shape, size and pattern – page 224 in textbook
-Review concept summary for Chapter 6;
Activities:
-Students examine granite and basalt rock samples.
- Students explain the rock-forming minerals”;
- In pairs, students examine the various texture of rocks.
-Students read the origin of rocks and the three major groups of rocks page 225.
Wednesday, November 20th, 2013
-Review homework assignment on the rock cycle.
-Powerpoint on the rock cycle. Students take notes comparing rocks and minerals.)
-Describe how igneous, sedimentary, and metamorphic rocks are formed and changed in the rock cycle.
- Have student read page 227;
- Ask the following questions. Does the rock cycle have a beginning and an ending?
-What wears away and remove pieces of rock?
- How has the rock cycle and plate tectonics affected the earth? Page
-Describe the conservation of material on the rock cycle
-Review of lesson
Activities:
-Students will construct a graphic organizer from scratch to identify minerals and rocks.
-Students will complete a graphic organizer comparing rocks and minerals
Thursday, November 21st, 2013
- Video and karayoke on the rock cycle
- Chapter 6 Test on Minerals and Rocks)
Friday, November 22nd, 2013
- Introduce a trip through Geologic times. Chapter 7, Lessons 1 and 2-Fossils and The Relative age of Rocks.
-Show a powerpoint on the various fossils; Discuss the relative age of rocks;
-The relative age of rocks (Law of superposition) vs. the absolute age of rocks, intrusion and extrusions within rocks
-. Discuss the absolute age of rocks.
-Discuss the Key Concept Summary on Lesson 2.
Activities:
Video with questions on Geologic Times
Monday, November 11th, 2013
1. Direct Instruction
-Review-Discuss high silica magma and the formation of explosive volcanoes such as Mt. St. Helens in Washington State); volcanic ash, cinders, and large pieces are called bombs. Discuss trapped gases, thick sticky, and l
-Review- how Quiet eruptions have low silica content and the gases bubble out gently. Describe Pahoehoe lava and crumb cake lava. Page 195;
-Discuss volcanic hazards. Pyroclastic flow page 197. Discuss the stages of volcanic activity-active, dormant, extinct.
Earthquakes and volcanoes- Video
Video-Climbing through the rock Cycle
2. Activity-Groups 1 and 2 Read and discuss”Alvin II”, page 204; Read and discuss “An Ocean is Born” page 205;
Students answer questions while watching the video.
Paired work-students , graphic organizers related to day’s content)
3. Exit ticket (a takeaway/writing task directly related to what was read/discussed today)
Tuesday, November 12, 2013
1. Entry ticket (bell ringer/a writing task directly related to what was studied in last class)
2. Direct Instruction (Introduce Minerals and Rocks from textbook-pages 206-215; –“Properties of Minerals” -students participate with PowerPoint and by answering questions from the textbook.
-Show short Video-Climbing through the rock Cycle , well-planned lecture) + --Reading from textbook pages 211-215;
--Show pictures of mineral solutions and veins. Discuss minerals that are form by organic substances
3. Activity (- Students will write from the board the five characteristics that defines a mineral.
Lab: groups will examine various minerals and answer questions from topic on identifying minerals using color, streak, hardness, and luster.
Students will note 3 ways in which miners are formed.
.-Students will work in pairs to complete the Moh’s hardness scale page 214-215.
Exit ticket (Reading on properties of minerals-Answer two questions.
HW: Chapter 6 Lesson 1
Wednesday, November 13th, 2013
1. Entry ticket (bell ringer/a writing task directly related to what was studied in last class)
2. Direct Instruction (ANET Test)
3. Activity (None)
4. Exit ticket (Open Reading on Minerals with Questions)
HW: Read Chapter 6, Lesson p1 pages 216-221.
Answer questions within the textbook. Complete the assigned worksheet.
Thursday, November 14th, 2013
1. Entry ticket (Open Read on how minerals are formed with two questions
2. Direct Instruction (Brief discussion on the geode and Crystallization of minerals. Review the properties of minerals and how minerals are identified. Discuss and demonstrate color, streak, hardness, density, cleavage and fracture of minerals via PowerPoint and textbook.
Use the textbook to review Lesson 1.
Video- on physical mineral properties, How to identify minerals, and The rocky Lithosphere.
3. Activity (discussion, paired work, graphic organizers related to day’s content)
4. Exit ticket (Read Key Concepts from the screen and answer question provided on Exit Slip.
HW: Lesson 2- Classifying Rocks-Read and provide answers to definitions from lesson 1 Chapter 6
Friday, November 15th, 2013
1. Entry ticket (Properties of minerals-10 question quiz
2. Direct Instruction
-Compare and contrast the physical characteristics of rocks and minerals via a graphic organizer and PowerPoint presentation.
-Describe how geologists classify rocks according to its mineral composition, color and texture.
-Explain how geologist classifies rocks into three major groups.
3. Activity
-Students examine rocks for texture, color, and composition.
-Student’s pair and read pages from textbook pages 224-225.
- Students identify the three major groups of rocks using rock samples. Students describe how each of the rock groups is formed.
-Students review homework assignment of classifying Rocks.
4. Exit ticket (Identify pictures of rock to determine texture (grain shape, Grain pattern, and grand size).
Monday, November 4th, 2013
1. Entry ticket-Write five sentences on the historical background and present theory of plate tectonics. Include Alfred Wegener, supercontinent, drifting continents, the lithosphere, the forces in the Earth (convection currents) and the current theory in your writing.
2. Direct Instruction-Review last week lessons on stress and faults.
-Identify where volcanic regions and hot spots are found on Earth surface
-Discuss the various land masses and the affect that stress had on their formation.
-Review hanging walls and foot walls.
-Reading from textbook-- the land features (folded mountains, fault lift mountains, anticlines, synclines, plateaus) that result from plate movement.
-Introduce volcanoes and Plate Tectonics.
3. Activity (Students read and discuss worksheets on forces in the Earth. Students begin reading and write definitions to terms within the lesson from the board).
4. Exit ticket (10 questions on lesson-lesson quiz)
HW:Students write definitions of terms in the lesson. 2 worksheets on lesson 5 (Volcanoes and Plate Tectonics)
Tuesday, November 5th, 2013
1. Entry ticket (Close Read on the formation of volcanoes in the Pacific Ocean.)
2. Direct Instruction
- Discuss volcanoes, both quiet and explosive and where they are mainly found on Earth.
- Discuss volcanoes and plate boundaries using terms such as “ring of fire, magma, lava, volcano belts, and island arc.
- Reading from textbook pages 189-191.
3. Activity
-Discussion homework and compare answers.
-Demonstrate volcanic activity via a lab experiment. Pair students to , paired work, graphic organizers related to day’s content)
4. Exit ticket (Students will summarize how plate tectonics play a role in volcanic activity by using the lesson Key Concept summary.
HW: Lesson 6 worksheet and vocabulary words
Wednesday, November 6th, 2013
1. Entry ticket
-What happens when a volcano erupts? What are the two different types of volcanoes that can erupt?
-What are the stages of volcanic activity?
2. Direct Instruction
-Review lesson on volcanoes and plate tectonic.
-Discuss vocabulary terms and have students read the lesson out loud.
-Students will use a word bank to label “Inside the volcano”.
- Students will answer the following questions from the board.
-What is a magma chamber?
- What happens if more magma is injected into the chamber from below?
-How does magma reach the surface from the chamber?
-Describe the difference between a quiet and explosive eruption
-Relate the type of eruptions to the formation of the Hawaiian Islands
-Introduce terms such as distinct versus dormant, sleeping versus active, and low in silica versus high in silica.
3. Activity (Lab experiment demonstrating volcanic activity, paired work and graphic organizers on quiet vs. explosive eruptions.)
4. Exit ticket (Students will read Key Concept Summary and answer related question within their notebook.
HW: Students will review study guide and come prepared to discuss lessons 1, 2, 3. In preparation for a test on Friday.
Thursday, November 7th, 2013
1. Entry ticket
(10 questions on volcanic activity)
2. Direct Instruction
-Students review by association- hot spot, Island arc and major belt-ring of fire at the pacific ocean.
-When does a volcano form above a hot spot.
-Volcanoes also occur when oceanic plates are subducted beneath a continental plate.
Activity (discussion, paired work, graphic organizers related to day’s content).
-identify where volcanic regions and hot spots are found on Earth’s surface, and why they are found there.
-Students will learn to explain what happens when a volcano erupts and the two different types of eruptions that can occur.
-Students will describe the stages of volcanic activity.
3. Exit ticket (a takeaway/writing task directly related to what was read/discussed today)
HW: Assignment on Earthquakes and Volcanoes
Friday, November 8th, 2013
1. Entry ticket (Bellringer)
2. Direct Instruction (Test)
3. Activity (discussion, paired work, graphic organizers related to day’s content)
4. Exit ticket (Close Read on Earthquakes and Volcanoes)
HW: Worksheet on Rocks and Minerals
1. Entry ticket-Write five sentences on the historical background and present theory of plate tectonics. Include Alfred Wegener, supercontinent, drifting continents, the lithosphere, the forces in the Earth (convection currents) and the current theory in your writing.
2. Direct Instruction-Review last week lessons on stress and faults.
-Identify where volcanic regions and hot spots are found on Earth surface
-Discuss the various land masses and the affect that stress had on their formation.
-Review hanging walls and foot walls.
-Reading from textbook-- the land features (folded mountains, fault lift mountains, anticlines, synclines, plateaus) that result from plate movement.
-Introduce volcanoes and Plate Tectonics.
3. Activity (Students read and discuss worksheets on forces in the Earth. Students begin reading and write definitions to terms within the lesson from the board).
4. Exit ticket (10 questions on lesson-lesson quiz)
HW:Students write definitions of terms in the lesson. 2 worksheets on lesson 5 (Volcanoes and Plate Tectonics)
Tuesday, November 5th, 2013
1. Entry ticket (Close Read on the formation of volcanoes in the Pacific Ocean.)
2. Direct Instruction
- Discuss volcanoes, both quiet and explosive and where they are mainly found on Earth.
- Discuss volcanoes and plate boundaries using terms such as “ring of fire, magma, lava, volcano belts, and island arc.
- Reading from textbook pages 189-191.
3. Activity
-Discussion homework and compare answers.
-Demonstrate volcanic activity via a lab experiment. Pair students to , paired work, graphic organizers related to day’s content)
4. Exit ticket (Students will summarize how plate tectonics play a role in volcanic activity by using the lesson Key Concept summary.
HW: Lesson 6 worksheet and vocabulary words
Wednesday, November 6th, 2013
1. Entry ticket
-What happens when a volcano erupts? What are the two different types of volcanoes that can erupt?
-What are the stages of volcanic activity?
2. Direct Instruction
-Review lesson on volcanoes and plate tectonic.
-Discuss vocabulary terms and have students read the lesson out loud.
-Students will use a word bank to label “Inside the volcano”.
- Students will answer the following questions from the board.
-What is a magma chamber?
- What happens if more magma is injected into the chamber from below?
-How does magma reach the surface from the chamber?
-Describe the difference between a quiet and explosive eruption
-Relate the type of eruptions to the formation of the Hawaiian Islands
-Introduce terms such as distinct versus dormant, sleeping versus active, and low in silica versus high in silica.
3. Activity (Lab experiment demonstrating volcanic activity, paired work and graphic organizers on quiet vs. explosive eruptions.)
4. Exit ticket (Students will read Key Concept Summary and answer related question within their notebook.
HW: Students will review study guide and come prepared to discuss lessons 1, 2, 3. In preparation for a test on Friday.
Thursday, November 7th, 2013
1. Entry ticket
(10 questions on volcanic activity)
2. Direct Instruction
-Students review by association- hot spot, Island arc and major belt-ring of fire at the pacific ocean.
-When does a volcano form above a hot spot.
-Volcanoes also occur when oceanic plates are subducted beneath a continental plate.
Activity (discussion, paired work, graphic organizers related to day’s content).
-identify where volcanic regions and hot spots are found on Earth’s surface, and why they are found there.
-Students will learn to explain what happens when a volcano erupts and the two different types of eruptions that can occur.
-Students will describe the stages of volcanic activity.
3. Exit ticket (a takeaway/writing task directly related to what was read/discussed today)
HW: Assignment on Earthquakes and Volcanoes
Friday, November 8th, 2013
1. Entry ticket (Bellringer)
2. Direct Instruction (Test)
3. Activity (discussion, paired work, graphic organizers related to day’s content)
4. Exit ticket (Close Read on Earthquakes and Volcanoes)
HW: Worksheet on Rocks and Minerals
Alvin (DSV-2) is a manned deep-ocean research submersible owned by the United States Navy and operated by the Woods Hole Oceanographic Institution (WHOI) in Woods Hole, Massachusetts. The vehicle was built by General Mills' Electronics Group[2] in Minneapolis, Minnesota. Named to honor the prime mover and creative inspiration for the vehicle, Allyn Vine, Alvin was commissioned on 5 June 1964.
8TH GRADE EARTH SCIENCE-CLASSWORK -WEEK OF OCTOBER 28th, 2013
-Explain Alfred Wegener ‘s hypothesis about the continents, evidence supporting the hypothesis, and why the hypothesis was rejected.
-How do convection currents occur in the mantle?
-Define and describe mid-ocean ridges.
-What are deep-ocean trenches.
-Explain sea-floor spreading.
-Describe Divergent plate boundaries and give a location? Describe Convergent plate boundaries and give location- where crust is destroyed as one plate dives under another.
Monday, October 28th
1) Describe locations where the sea floor is actually spreading. (see pages 170-171 in text to provide sources of 2)evidence of the sea floor spreading.
2) Discuss “Alvin” a small submarine that scientist use.
3) Review,compare and contrast the location of the youngest and oldest ocean crust in sea floor spreading. Remind students of oceanic crust its rock type and under water mountain ranges versus continental crust and it’s mountain ranges.
4) Describe how the valleys between mid ocean ridges cause the sea-floor to spread and adds more crust to the ocean floor.
5) Explain how deep ocean trenches or underwater canyons are not considered valleys on the ocean floor and the process of subduction.
Tuesday, October 29th
_ “The theory of plate tectonics; define, describe and explain plate movement via convergent, divergent, and transform boundaries.
-Show video on The theory of Plate tectonics and plate boundaries.
-Directed reading from textbook pages 176 thru 179 on boundary types and their locations.
Wednesday, October 30th
- ‘The Forces in Earth’s crust and how stress changes the crust.’ Discuss and demonstrate tension, compression, and shearing changing the shape of rock.
- Short video on forces and stress in Earth’s crust.
- Read from text book “How do faults form-Normal, Reverse, and strike-slip faults. Introduce students to synclines and anticlines;
-Activity (discussion using textbook pages 182 and 183 on faults; , paired work to demonstrate how plate movement create New Landforms; Students use graphic organizers to relate anticlines and synclines.
Thursday, October 31st
-A short, well-planned review of lessons 1, 2, 3, 4
Friday, November 1st
1. Lesson 5-compare and contrast the land features that result from plate movement.
Identify where volcanic regions and hot spots are found on Earth surface. Show video
2. Activity (Students review homework on forces in the earth in pairs.
Discuss in pairs Volcanoes and Plate Tectonics pages 188-191; graphic organizers review on Plate Tectonics.Wee
Week of October 21st
8TH GRADE EARTH SCIENCE-CLASSWORK -WEEK OF OCTOBER 21st, 2013
MONDAY-October 21st, , 2013
Benchmark Test -Chapters 1, 2, 3,and 4
Tuesday-October 22nd, 2013
Bellringer-Reading on Earth's Interior
Students will read Drifting Continents pages 162-167 and complete 2 worksheets
Wednesday, October 23rd, 2013
Video on Earth, animals, and plants
Thursday, October 24th, 2013
Bell Ringer-Pressure, temperature, Plate Tectonics and Seismic Waves (Close Read with 3 questions)
Discuss Drifting Continents and, show a video on the three types of boundaries
Review homework from Tuesday and quiz questions
Exit Ticket-Describe three features of the ocean floor.
Friday, October 25th, 2013
Bell Ringer-questions on Sea-Floor Spreading and vocabulary Terms from "The Bell Ringers Manual"
Students will discuss Sea-Floor Spreading, mid-ocean ridges, deep-ocean trenches, and subduction.
Students will compare and contrast sea-Floor Spreading, mid-ocean ridges, deep-ocean trenches
8TH GRADE EARTH SCIENCE-CLASSWORK -WEEK OF OCTOBER 14TH, 2013
MONDAY-October 14th, 2013
-Review IONs as during the bellringer
1. Identify and describe the main components of the earth’s system and how the sun plays a major role.
2. Introduce the effects of constructive and destructive forces on the earth’s system.
3. Video-“Layers of the Earth” and it’s spheres.
Tuesday-October 14th, 2013
1. Define seismic waves and demonstrate them (P and S waves).
2. Explain how seismic waves travel in the Earth and their different speed.
3. Discuss refraction and reflection of those waves and how scientist use the deflection of the waves to determine the physical properties of each layer of the Earth.
4. Discuss how Scientist must also consider many variables such as the temperature, pressure, and earth;s compound inward structure.
Wednesday-October 14th
8TH GRADE EARTH SCIENCE-CLASSWORK -WEEK OF OCTOBER 7TH, 2013
MONDAY-October 7th
-Students complete chapter 3 test
-REVIEW OF COVALENT BONDS FROM Textbook and video
-Students apply the diagram below in distinguishing between Ionic and Covalent Bonds
-Explain Alfred Wegener ‘s hypothesis about the continents, evidence supporting the hypothesis, and why the hypothesis was rejected.
-How do convection currents occur in the mantle?
-Define and describe mid-ocean ridges.
-What are deep-ocean trenches.
-Explain sea-floor spreading.
-Describe Divergent plate boundaries and give a location? Describe Convergent plate boundaries and give location- where crust is destroyed as one plate dives under another.
Monday, October 28th
1) Describe locations where the sea floor is actually spreading. (see pages 170-171 in text to provide sources of 2)evidence of the sea floor spreading.
2) Discuss “Alvin” a small submarine that scientist use.
3) Review,compare and contrast the location of the youngest and oldest ocean crust in sea floor spreading. Remind students of oceanic crust its rock type and under water mountain ranges versus continental crust and it’s mountain ranges.
4) Describe how the valleys between mid ocean ridges cause the sea-floor to spread and adds more crust to the ocean floor.
5) Explain how deep ocean trenches or underwater canyons are not considered valleys on the ocean floor and the process of subduction.
Tuesday, October 29th
_ “The theory of plate tectonics; define, describe and explain plate movement via convergent, divergent, and transform boundaries.
-Show video on The theory of Plate tectonics and plate boundaries.
-Directed reading from textbook pages 176 thru 179 on boundary types and their locations.
Wednesday, October 30th
- ‘The Forces in Earth’s crust and how stress changes the crust.’ Discuss and demonstrate tension, compression, and shearing changing the shape of rock.
- Short video on forces and stress in Earth’s crust.
- Read from text book “How do faults form-Normal, Reverse, and strike-slip faults. Introduce students to synclines and anticlines;
-Activity (discussion using textbook pages 182 and 183 on faults; , paired work to demonstrate how plate movement create New Landforms; Students use graphic organizers to relate anticlines and synclines.
Thursday, October 31st
-A short, well-planned review of lessons 1, 2, 3, 4
Friday, November 1st
1. Lesson 5-compare and contrast the land features that result from plate movement.
Identify where volcanic regions and hot spots are found on Earth surface. Show video
2. Activity (Students review homework on forces in the earth in pairs.
Discuss in pairs Volcanoes and Plate Tectonics pages 188-191; graphic organizers review on Plate Tectonics.Wee
Week of October 21st
- The Earth's surface is covered by a series of crustal plates.
- The ocean floors are continually moving, spreading from the center, sinking at the edges, and being regenerated.
- Convection currents beneath the plates move the crustal plates in different directions.
- The source of heat driving the convection currents is radioactivity deep in the Earths mantle.
8TH GRADE EARTH SCIENCE-CLASSWORK -WEEK OF OCTOBER 21st, 2013
MONDAY-October 21st, , 2013
Benchmark Test -Chapters 1, 2, 3,and 4
Tuesday-October 22nd, 2013
Bellringer-Reading on Earth's Interior
Students will read Drifting Continents pages 162-167 and complete 2 worksheets
Wednesday, October 23rd, 2013
Video on Earth, animals, and plants
Thursday, October 24th, 2013
Bell Ringer-Pressure, temperature, Plate Tectonics and Seismic Waves (Close Read with 3 questions)
Discuss Drifting Continents and, show a video on the three types of boundaries
Review homework from Tuesday and quiz questions
Exit Ticket-Describe three features of the ocean floor.
Friday, October 25th, 2013
Bell Ringer-questions on Sea-Floor Spreading and vocabulary Terms from "The Bell Ringers Manual"
Students will discuss Sea-Floor Spreading, mid-ocean ridges, deep-ocean trenches, and subduction.
Students will compare and contrast sea-Floor Spreading, mid-ocean ridges, deep-ocean trenches
8TH GRADE EARTH SCIENCE-CLASSWORK -WEEK OF OCTOBER 14TH, 2013
MONDAY-October 14th, 2013
-Review IONs as during the bellringer
1. Identify and describe the main components of the earth’s system and how the sun plays a major role.
2. Introduce the effects of constructive and destructive forces on the earth’s system.
3. Video-“Layers of the Earth” and it’s spheres.
Tuesday-October 14th, 2013
1. Define seismic waves and demonstrate them (P and S waves).
2. Explain how seismic waves travel in the Earth and their different speed.
3. Discuss refraction and reflection of those waves and how scientist use the deflection of the waves to determine the physical properties of each layer of the Earth.
4. Discuss how Scientist must also consider many variables such as the temperature, pressure, and earth;s compound inward structure.
Wednesday-October 14th
- Review sizes, composition, temperature and pressure of each layer of the Earth and have students read and make a graphic organizer comparing what is in each layer of the Earth. Demonstration
- Review-2 videos and discussion- Earth’s core and magnetic field page 148 and 149 in the text.
8TH GRADE EARTH SCIENCE-CLASSWORK -WEEK OF OCTOBER 7TH, 2013
MONDAY-October 7th
-Students complete chapter 3 test
-REVIEW OF COVALENT BONDS FROM Textbook and video
-Students apply the diagram below in distinguishing between Ionic and Covalent Bonds
Tuesday-October 8th
-Discussion on Pendulum Lab
-Observations and Inferences powerpoint
-Students set up journal for Pendulum Lab
Wednesday-October 9th
-Review of Ions
- Begin pendulum experiment
-Students build pendulums
-collect data in a data table
Thursday-October 10th
-Discussion on Earth's four main layers-Chapter 4 Lesson 1
-Discussiosn on the sun as partitt of the earth's system and the energy that drivsubes the earth's systems.
Friday-October 11th
-Discussion on Pendulum Lab
-Observations and Inferences powerpoint
-Students set up journal for Pendulum Lab
Wednesday-October 9th
-Review of Ions
- Begin pendulum experiment
-Students build pendulums
-collect data in a data table
Thursday-October 10th
-Discussion on Earth's four main layers-Chapter 4 Lesson 1
-Discussiosn on the sun as partitt of the earth's system and the energy that drivsubes the earth's systems.
Friday-October 11th