Monday, Dec 12th- pg 98 Potential and Kinetic Energy Mini-book

Today we created a mini book about energy changes in roller coasters and then we did an energy form card sort activity.  Here is an example of the roller coaster activity.  The homework is to come up with your own example of potential and kinetic energy changes in a system.

Friday, Jan 9th-Forms of Energy Foldable

We did a notebook check today on pg 94-99.  Grades will show up in the gradebook soon.  Notebook checks and daily assignments are worth 20% of the students overall grades.  Then students began an assignment on the forms of energy.  We used google classroom to complete our assignment and do our research.  To be able to list, define, and recognize the 7 forms of energy we created a foldable.  The foldable list the forms of energy, a definition, 2 examples, and a picture example.  All the directions are found on google classroom.  classroom.google.com


The homework is to complete a clock assignment on pg 100  that helps students meet the learning target:  " I can list, define, and recognize the 7 forms of energy".  I would suggest that students create pnuemonic device, write a rhyme or song, or create graphic organizer like the one pictured below.

Outside of energy forms foldable on pg 101-we used legal size paper

inside of energy forms foldable pg 101

inside of energy forms foldable pg 101

Thursday, Jan 8th-Potential and Kinetic Energy

Today we discussed the textbook reading pg 88-92 and watched a few video clips that helped us to understand potential and kinetic energy and then we recorded our learning on pg 99 in a venn diagram.  We then completed a 3-2-1- summary and turned it in so I can read what all of the students learned.

pg 99-Potential and Kinetic Energy

Tuesday, Jan 6th-Introduction to Energy Unit, pg 96-97

We completed a pre-test on energy and found out the learning targets for the entire energy unit.  We attached the learning targets onto pg 97 titled the Energy, "I can" statements.  We then watched a Bill Nye video to introduce the students to the many forms of energy and energy transformations.  We then put our ideas about energy onto our energy cover page in our notebook (pg 96).

pg 96-Energy Cover Page

pg 97-Energy "I Can" Statements

Monday, Jan 5th-Mass and Weight

On Monday, we learned about Mass and weight.  Our learning target is "I can describe the differences between mass and weight"  We recorded what we learned in a venn diagram on notebook page 95.  Then we completed a clock assignment on page 94.

pg 94   Mass vs Weight Clock Assignment 

pg 95  Mass and Weight Venn Diagram

Dec 1st-Dec. 3rd, 2014

The last few days have been a little crazy around here, I have been out sick and had a different sub in both days.

On Monday, we watched a Bill Nye Video on Motion.  Then we completed a book assignment.  Click on the highlighted words to access the video if you were absent or want a refresher.

Textbook Assignment:  Monday, Dec 1st 2014

Learning Target:  I can describe a force and compare contact forces and non-contact forces.  

1. Complete pg 28-29.  First answer questions #1-3 based on what you already know.  It’s okay if you are unsure of your answers!
1. Skip questions #4, we will do vocabulary in class.
2. Read pg 30.  Circle the Key Terms, Force and Newton, and underline the definitions of the key terms..  Complete #5 &6.  
3. Read pg 31.  Circle the Key Terms, Contact Force, Friction, Distance Force, Gravity, and Magnetic.  Underline the definitions of the key terms.  

On Tuesday, Dec 2nd, we completed an entire assignment online using google classroom and PHET, an online simulation about balanced and unbalanced forces.  You need to login to your google classroom account to access the assignment.  These won't be graded until this weekend.

On Wednesday, Dec 3rd we took notes on forces in our science notebooks.  We completed the notes on pg 79 (a right hand page)  on page 78 we completed a force diagram foldable.  The worksheet and example is linked, if you click on the highlighted words.  Thanks for checking in and using this resources!

Force Diagram W.S.
Force Diagram W.S. Example

Sincerely,
Mrs. Grandell

Motion Unit-Updates

We have been busy learning all about motion using science vocabulary, math, and graphs!  Today we even pretended to be nascar drivers as we interpreted motion graphs.  Students should have been doing work in a new textbook with a blue cover on pages 4-11 so far.  The expectation is that the students are completing the reading assignments and marking the text by circling the key words and underlining the main claims.  After they read the text, they should answer the questions that are built into the text to make sure they are understanding what they are reading.


So far we have completed the following in our science notebooks for motion, if they pages have handouts they are linked below as well, just click on the title of the page!

Pg 66:  Motion "I can" Statements:  This page tells the student what they should know and be able to do by the end of the unit, in other words, what they will be graded on.  This is also a reflection and resource tool for students to keep track of their growth in learning and what they have done to learn the different ideas in the unit.

Pg 67: Motion Cover Page: Similar to the cover of a book, this is the cover to the motion unit.  The assignment is very open ended, with the following 3 rules:
                   1. It must include 3 vocabulary words from the notes on pg 68/69
                   2. It must have 3 or more pictures
                   3.  Uses color

Pg 68:  Motion Vocabulary Cards:  Motion Vocabulary cards on reference point, velocity, acceleration, and speed.  Kids wrote the definition of the word, used the word in a sentence that provides context clues, gave examples, and non-examples.  This is a vocabulary strategy known as frayer diagrams.  Finally, students drew a picture that  represented the word on the back of the vocabulary cards.  We created a simple pocket to store our cards on pg 68 in our science notebooks.

Pg 69:  Motion Cornell Notes:  Fill in the blank notes on all the important vocabulary used to discuss motion in science.

Pg 70:  Speed Lab Summary:  A summary (or clock assignment) of the lab on speed where students were asked to explain how distance, time, and speed are related.

Pg 71: Speed Lab: Handout with the directions, data table, and conclusion questions that helped students learn how to calculated speed, as well as, how speed, distance, and time are related.

Pg 72:  Speed Calculations W.S.: Practice calculating speed, distance, and time.

Pg 73: Speed Calculations Triangle: A handout that shows how to calculate speed, distance, and time.

Pg 74:  Graphing Story:  Students were asked to draw a distance vs. time graph and write a motion story that matched the graph.  We did several examples in class with the motion graphing notes.

Pg 75:  Motion Graphing Notes:  A handout of the notes we discussed on graphing motion.

Finally, you may have noticed that I have started recording individual assignments from the textbook and notebook in the gradebook instead of giving a general weekly grade.  The hope is that this more accurately represents both the quantity and the quality of the work that students are completing.  If an assignment is marked missing it may be turned in for credit.  Missing assignments are changed to 0 when I will no longer expect them for credit, which is after the unit test.

Thanks for visiting, sorry for no pictures!!