8th Grade
Day 1: Hope |
January 10, 2017
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Daily Learning Target: By the end of the day, I will be able to explain how I may build hope in my life for a better future.
Essential Question: What is hope? Why hope? Building critical hope.
Agenda: Jeff Duncan-Andrade: Stress, Cortisol, Complex Trauma Stress Disorder (2011, Harvard: 1/4 Urban Youth have CTSD), 2Pac Roses in Concrete, Maya Angelou Meets 2Pac in 1991>, Critical Hope
Class/HW: Hope is our hope. How do you have hope? What is having audacious hope?
Essential Question: What is hope? Why hope? Building critical hope.
Agenda: Jeff Duncan-Andrade: Stress, Cortisol, Complex Trauma Stress Disorder (2011, Harvard: 1/4 Urban Youth have CTSD), 2Pac Roses in Concrete, Maya Angelou Meets 2Pac in 1991>, Critical Hope
Class/HW: Hope is our hope. How do you have hope? What is having audacious hope?
- Material (Maslow's Hierarchy of Needs)
- Socratic (Like v. Love)
- Audacious (Tenacity)
Days 2-3: Fostering a "License to Hope Audaciously"
Wednesday-Friday, January 11-13, 2017
Daily Learning Target: By the end of the day, I will be able to describe possible careers for my future by identifying interests and skills while developing our "license to hope audaciously." -Jeff Duncan-Andrade
Essential Question: What is audacious hope? and Critical Hope?
Agenda:
Daily Learning Target: By the end of the day, I will be able to describe possible careers for my future by identifying interests and skills while developing our "license to hope audaciously." -Jeff Duncan-Andrade
Essential Question: What is audacious hope? and Critical Hope?
Agenda:
- Jeff Duncan-Andrade, Video>
Harvard, 2009: Hope Required When Growing Roses in Concrete> - Career Interests Party Game>
- Routine/Discussion:
- Be "prepared" when bell rings or <2 min: be seated, paper ready to use and writing utencil.
- Need help? Ask three for help or raise your hand and sit in your seat.
- iPad: Keep in backpack, unless asked to be seen; should be charged or plug it in upon arrival.
- Break Requests: Fingers crossed; not first/last ten minutes or during a class discussion: use independent work time.
- Table: Stregths, Interests, Values (Columns): Consider for Online Quiz> Notes on Results for HW
- License to Build Audacious: Jeff Duncan-Andrade Ted Talk> Notes in Notebook
- Ecology Introduction, Textbook Assignment: Review SQ3R>
7th Grade: Note-taking: Chapter 3, Ecology
8th Grade: pp. 258-259, Notes on Reading and Answer Questions thoroughly in complete sentences - Seats, Student Introductions/Warm-up Semester Activity; Time Permitting
Week 2: Jan. 17-20: Energy, Kinetic/Potential
Tuesday, January 17
Essential Question: How do you learn from a science textbook?
Daily Learning Target: By the end of the day, I will be able to describe how to use the SQ3R method to extract important information from a science textbook to be successful in school.
Agenda: Teacher Notes on SQ3R>
Daily Learning Target: By the end of the day, I will be able to describe how to use the SQ3R method to extract important information from a science textbook to be successful in school.
Agenda: Teacher Notes on SQ3R>
Class/HW: Write a paragraph about the difference between kinetic and potential energy.
Wednesday-Thursday, January 18-19:
Essential Question: What is the difference between potential and kinetic energy?
Daily Learning Target: By the end of class, I will be able to differentiate between potential and kinetic energy by exploring activities in an iPad lesson and then writing a summary which explains the difference citing reasons from the lesson
in my notebook.
Agenda: Download iPad Lesson on Energy>
Class/HW:
Essential Question: What is the difference between potential and kinetic energy?
Daily Learning Target: By the end of class, I will be able to differentiate between potential and kinetic energy by exploring activities in an iPad lesson and then writing a summary which explains the difference citing reasons from the lesson
in my notebook.
Agenda: Download iPad Lesson on Energy>
Class/HW:
- Class: Complete questions 1-10 on a piece of paper and answer everything in complete sentences. Submit before class ends.
- HW: Take notes on the SQ3R> website.
Friday, January 20:
Essential Question: What is a force?
Daily Learning Target: By the end of the day, I will be able to describe 1) what a force is, 2) how it's measured and 3) give examples of different types of forces by reading the physical science textbook and answering questions in complete sentences on a paper to submit before class ends.
Agenda: Read/Review Chapter 13.1 (previously assigned) and answer questions on a piece of paper to submit before class ends.
Class/HW:
Essential Question: What is a force?
Daily Learning Target: By the end of the day, I will be able to describe 1) what a force is, 2) how it's measured and 3) give examples of different types of forces by reading the physical science textbook and answering questions in complete sentences on a paper to submit before class ends.
Agenda: Read/Review Chapter 13.1 (previously assigned) and answer questions on a piece of paper to submit before class ends.
Class/HW:
- Answer Ten (10 ) Questions in complete sentences from p. 273 of the Physical Science Textbook
- Read pp. 282-283 and answer questions 1-4 on p. 283 in complete sentences.
Week 3: Ruler Launch Lab and Report (Kinetic/Potential Energy)
Monday-Friday, January 23-27
Essential Question: How is energy transferred to produce movement?
Daily Learning Target: By the end of the day, I will be able to explain how energy is converted for movement by collecting data to analyze in a ruler launch lab.
Agenda: 1) Download iPad Lesson on Energy> and answer 11-17 while doing the 2) Rubber Band Fling Lab, 3) Reference Tech Lab Protocol with Data Table and Graph>;, 4) Use How to Use a Ruler> to complete Ruler Launch Template> for Lab Report.
Class/HW: Collect Data, Work on Graph and Graphic Organizer for Discussion/Conclusion
Daily Learning Target: By the end of the day, I will be able to explain how energy is converted for movement by collecting data to analyze in a ruler launch lab.
Agenda: 1) Download iPad Lesson on Energy> and answer 11-17 while doing the 2) Rubber Band Fling Lab, 3) Reference Tech Lab Protocol with Data Table and Graph>;, 4) Use How to Use a Ruler> to complete Ruler Launch Template> for Lab Report.
Class/HW: Collect Data, Work on Graph and Graphic Organizer for Discussion/Conclusion
Weeks 4: Lab Reports
Essential Question: Does electrical energy move? How does it move? (Electromagnetic Force)
Daily Learning Target: By the end of next class, I will be able to explain how electrical energy can move and be stored by observing videos and gathering data in an experiment.
Agenda:
Daily Learning Target: By the end of next class, I will be able to explain how electrical energy can move and be stored by observing videos and gathering data in an experiment.
Agenda:
- See Number 25 in Lesson on Energy>and do Cartoon Analysis> Submit on Paper,
- Finish Ruler Launch Lab Conclusion,
- Rollercoaster Demo>
- Energy Skate Park Basics (32-49)
- Ruler Launch Informal Lab w/Graph and Conclusion done in a Paragraph,
- Lesson on Energy>, Skate Park Basics:
Simulation on iPad> | Simulation on Desktop with Java> Answer Questions 32 to 49 - Gizmo Rollercoasters>, extra credit due Friday
- Wrap up Kinetic/Potential Energy:Quiz on Wednesday/Thursday and Test on Friday
- Achieve3000 due Friday: The Ride of the Future
- Extra Credit: Digital Graph from Ruler Launch Lab
NEED HELP? After school tutoring until 4pm. See the teacher for details.
Week 5: Electric/Magnetic Forces>
Essential Question: What is the electromagnetic force? How does it relate to magnets and circuits?
Daily Learning Target: By the end of the week, I will be able to describe how electrons (-) flow as current when there is a positive (+) attraction by reading reference material and answering questions on paper.
Agenda: Review for Test (day 1) on Kinetic/Potential Energy, iPad Lesson, Gizmos
Class/HW: Answer iPad Lesson> questions on paper, as assigned. Lesson in Spanish>
Daily Learning Target: By the end of the week, I will be able to describe how electrons (-) flow as current when there is a positive (+) attraction by reading reference material and answering questions on paper.
Agenda: Review for Test (day 1) on Kinetic/Potential Energy, iPad Lesson, Gizmos
Class/HW: Answer iPad Lesson> questions on paper, as assigned. Lesson in Spanish>
- Quiz Corrections to Submit After Test
- Answer iPad Lesson Questions in red,1-7 and 11 on paper(day 1) and 22-31 (day 2).
- How are magnets produced? See slides 20 and 21> and take notes in class with the teacher.
- Take Teacher Notes: Reference: Electromagnetic Spectrum>
- Gizmo: Charge Launcher (for Questions 27-31), Notes
- Achieve3000 this week: Good for Chile? Submit Monday/Tuesday of next week.
Friday, Feb. 10, 2017
Essential Question: What is magnetism?
Daily Learning Target: By the end of the day, I will be able to describe the properties of magnetism by completing a Gizmo Activity.
Agenda: Gizmo on Magnetism
Class/HW:
Essential Question: What is magnetism?
Daily Learning Target: By the end of the day, I will be able to describe the properties of magnetism by completing a Gizmo Activity.
Agenda: Gizmo on Magnetism
Class/HW:
Week 6> Waves>
Monday/Tuesday:
Essential Question: How do waves differ? Draw waves with relatively low frequency, low amplitude, high frequency, and high amplitude. Daily Learning Target: By the end of the week, I will be able to examine how waves may be transmitted and reflected through different materials by exploring an iPad lesson and writing a summary to explain my understanding. Agenda: Collect HW, Review, Discuss Waves, Phet, Achieve3000 Class/HW:
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Key Terms in Notes:
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Week 7: Waves, continued: Feb. 20-24
Essential Question: Why do sound waves travel differently through air versus water?
Daily Learning Target: By the end of the week, I will be able to differentiate how sound travels through different media by reading and summarizing an article and asnwering questions on paper.
Agenda:
Daily Learning Target: By the end of the week, I will be able to differentiate how sound travels through different media by reading and summarizing an article and asnwering questions on paper.
Agenda:
- Sound Reading> w/ summary sheet to write and submit on paper in class (alternate reading with a partner but create your own summary and answers to questions) (Day 1)
- Read Sound Healing Article and discuss with a partner in class (Day 2)
- Waves Slides Assignment>
- Sound Reading Summary and Questions> Due Wednesday/Thursday
- Healing Sound Reading> and
- Waves Slides Assignment> to Present Next Week
Add/include a citations slide for credit; cite images. No plagiarism. Get help with Citations in References>
Week 8: Waves, continued: Feb. 27-Mar. 3
Essential Question: By the end of the day, I will be able to describe what media sounds may travel through by doing a sound waves lab and recording a) what was seen?, b) what was heard?, c) what's vibrating? and d) what medium is the sound wave traveling through? for eight (8) stations on paper.
Daily Learning Target: How does sound travel differently when the media for waves to travel through is changed?
Agenda: Sounds Waves> Lab (pp. 7-10) and Waves Slides
Class/HW: Collect Data for Lab in Class and get signed off, Finish Waves Slides and be sure to add Slide 6 references; also, be ready to present this week, Quiz on Sound on Friday
Daily Learning Target: How does sound travel differently when the media for waves to travel through is changed?
Agenda: Sounds Waves> Lab (pp. 7-10) and Waves Slides
Class/HW: Collect Data for Lab in Class and get signed off, Finish Waves Slides and be sure to add Slide 6 references; also, be ready to present this week, Quiz on Sound on Friday
Wednesday-Friday, March 1-2, 2017
Essential Question: By the end of the day, I will be able to describe what media sounds may travel through by doing a sound waves slide presentation including a references slide and answering questions from the textbook on paper.
Daily Learning Target: How do waves travel differently?
Agenda: Review, Catch up Waves Assignments, Waves Slides, Textbook Assignments
Class/HW:
Essential Question: By the end of the day, I will be able to describe what media sounds may travel through by doing a sound waves slide presentation including a references slide and answering questions from the textbook on paper.
Daily Learning Target: How do waves travel differently?
Agenda: Review, Catch up Waves Assignments, Waves Slides, Textbook Assignments
Class/HW:
- Finish Previously Assigned Week 7 work, if not completed.
- Absent last class? Collect Data for Lab in Class (A-D for 1-8, ask someone, Angel..)
- Finish Waves Slides and be sure to add Slide 6 references; also, be ready to present Friday this week or finish this weekend.
- Study for quiz on Sound Waves on Friday
- NEW: Read the physical science textbook> to answer the following 35 questions in complete sentences:
a) 1-4 after reading pp. 22-23 and
b) 1-10 on p. 8;
c) 1-7 on p. 43;
d) 1-7 on p. 55 and
e) 1-7 on p. 65. - Presentations this week and next week...
Week 9: March 6-10, 2017
Essential Question: By the end of the day, I will be able to identify key terms pertaining to waves that we have studied to review for a waves test this week and district midterm next quarter and to create a word wall using notes, textbook and hand-outs.
Daily Learning Target: What properties are important to waves?
Agenda: Review, Teams, Independent Study Time
Class/HW:
Daily Learning Target: What properties are important to waves?
Agenda: Review, Teams, Independent Study Time
Class/HW:
- Contribute to Word Wall in Teams
- Finish Previously Assigned Week 8 work, if not completed.
- Finish Waves Slides and be sure to add Slide 6 references to present before Spring Break
- Study for test on Waves and Electricity/Magnetism next week Monday/Tuesday (Weeks 5-9) and a Quiz Friday
Wednesday-Friday, March 8-10, 2016
Essential Question: How may waves be altered by changing their properties?
Daily Learning Target: By the end of the day, I will be able to describe how wave amplitude, frequency and tension may be modified to alter the wavelength, speed and power of a wave taking into account the "linear mass density" by completing a Gizmo activity called Waves and answering all questions on the hand-out.
Agenda: Gizmo and Independent Work Time to finish previously assigned work from Week 8, Quiz Friday
Class/HW: Gizmo on Waves hand-out> to write answers on paper; first watch Buoy Video>,
Daily Learning Target: By the end of the day, I will be able to describe how wave amplitude, frequency and tension may be modified to alter the wavelength, speed and power of a wave taking into account the "linear mass density" by completing a Gizmo activity called Waves and answering all questions on the hand-out.
Agenda: Gizmo and Independent Work Time to finish previously assigned work from Week 8, Quiz Friday
Class/HW: Gizmo on Waves hand-out> to write answers on paper; first watch Buoy Video>,
Week 10
Day 1-2: Daily Learning Target: By the end of the day, I will be able to list and describe evidence for evolution by answering questions on a paper and participating in a class discussion while working with a partner.
Essential Question: What is evidence for evolution?
Agenda: pp. 1-2, Teacher Lesson Plan>, Test on Previous Unit in Canvas
Class/HW:
Essential Question: What is evidence for evolution?
Agenda: pp. 1-2, Teacher Lesson Plan>, Test on Previous Unit in Canvas
Class/HW:
- New Topic on Fossils: Answer pp. 1-4 on paper.
- Achieve3000: “What the Toucan Can Do?”
- Waves Slides Due BEFORE NEXT CLASS In Canvas And to Present
Day 3-4: Daily Learning Target: By the end of the day, I will be able to define morphology and give examples of how it is used to study evolution.
Essential Question: What is morphology?
Agenda: Teacher Lecture, Teacher Lesson Plan> Complete pp. 3-4 using Stories from the Fossil Record Site>, Discuss DNA, time permitting: Take Notes
Class/HW:
Essential Question: What is morphology?
Agenda: Teacher Lecture, Teacher Lesson Plan> Complete pp. 3-4 using Stories from the Fossil Record Site>, Discuss DNA, time permitting: Take Notes
Class/HW:
- Take notes,
- Terms Analysis Sheet,
- Evidence Chart Worksheet (pp. 3-4: Teacher Lesson Plan>)
- Achieve3000: What the Toucan Can Do
Day 5: Daily Learning Target: By the end of the day, I will be able to identify the key components of an experimental design.
Essential Question: What is needed to design an experiment?
Agenda:
Essential Question: What is needed to design an experiment?
Agenda:
- Submit Homework
- Go over new assignments.
- Experimental Design Scenarios> | Analysis Template>
Spring Break Assignments for 8th Grade
- Experimental Design Scenarios> | Analysis Template>
- Advanced Scientific Method Assignment> practice writing hypotheses and analyzing experiments.
- California State Science Test Practice>
- New Achieve3000 Articles Assigned, See Below...
- Notebook Check Week 1 Upon Return: 100 pts.
No loose papers, all papers glued or in a binder organized in chronological order.
Achieve3000 Assigned This Term for 8th Grade:
- The Ride of the Future
- Good for Chile?
- Catch a Wave, Crocodile!
- What the Toucan Can Do
- New Over Spring Break: A Visit from Vonn
- New Over Spring Break: An Ear for Soccer
- New Over Spring Break: These Lights Are Cool
- New Over Spring Break: Watch This! TVs Are Changing
- New Over Spring Break: Guitar Player Helps Haiti