Room 208 Welcome to Homeroom.

Room 208 Welcome to Homeroom.
1. Find your assigned seat. (Look for your envelope or see Ms. Seymour.) 2. See Ms. Seymour for your locker combination. 3. Find your locker. Go try it. 4. Take your seat when the bell rings.

Room 208 Homeroom Expectations
1. Be On Time 2. Be Respectful 3. Sit in Assigned Seat 4. Stay in Assigned Seat 5. No Talking During Announcements 6. Wait to be dismissed.

September 2, 2014 Ms. Seymour for your seat number. On the cart. Sit in your assigned seat. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Today : Welcome to 6th Grade Science! Attendance Activities at a Glance (board) Science Room Tour Classroom Rules/Procedures HW- write in assignment book. Have book stamped. Names on Popsicle Sticks Review classroom rules/procedures Wait to be dismissed.

Materials for Today-Sept 2, 2014
1. Pen/Pencil 2. Assignment Book: HW-due by Thursday September 4 1. Signed Classroom Rules and Procedures sheet. 2. Science Notebook (bought, made, or used with plenty of paper)

Daily Classroom Procedures
Your science class will follow the following format each day. Welcome Attendance Activities At A Glance Board Materials, Activities, & Homework Essential Skills Specific Learning Goals and Objectives Behavior Expectations Success Criteria

Advisory Sept 2, 2014 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Today : Welcome to 6th Grade Advisory. Sit anywhere for now. (you will be assigned a seat later) We will go to Ms. Peck’s room. Attendance –seat numbers. Room Advisory Classroom Rules/Procedures Questions? Work on Something quietly/read Wait to be dismissed.

Room 208 Break See Ms. Seymour for your assigned seat. 1. Be On Time
2. Be Respectful 3. Sit in Assigned Seat 4. Stay in Assigned Seat and Desk 5. Read, Talk Quietly, Have your Snack. 6. If you need to leave the room (Bathroom/Drink/Locker), You must sign out and take the pass. 6. At the end of break, throw away your trash and get ready for pd. 4

September 3, 2014 Materials: Pen/Pencil
Classroom Rules and Procedures packet- we are continuing/reviewing/adding information

September 3, 2014 Find your seat number. (Same as yesterday) Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Today: Essential Skills: You will be able to: C-5 Demonstrate Understanding of Concepts (classroom rules and procedures concepts) Learning Goals: To follow specific teacher given instructions (as compared to creating your own instructions) Learning Objectives: Students should be able to: 1. To review Rules and Procedures (muscle memory) 2. To earn your first Science Star Relevance: Question-Why should you spend time demonstrating that you understand the classroom rules and procedures? Success Criteria: Name 3 Expectations and/or rewards/consequences. HW: Have Science notebook and have Classroom rules and procedures sheet signed by Thursday

Write on Class Rules and Procedures sheet
Activity in Room 208 Is Not an extension of outside recess, the gym, the art rooms, library, or hallway social time. Is time to see Ms. Seymour for help, get work that you need, work on Science work only. Is for Science Extension

Review of Classroom Rules and Procedures Bingo
Materials: Rules and Procedures packet/Graph paper/Pen/pencil 1. Make a grid on your graph paper. 5 inches by 5 inches. (Each square is 1 inch by 1 inch) 2. Write a classroom rule/procedure/reward/ consequence in each square 3. Wait for further instructions. Make your bingo chips ( 4 by 4 inch chips. Save your chips.-put in envelope. Put in pencil case.) Expectations: Review Bingo-At times talking. At times Quiet

Review of Classroom Rules and Procedures Bingo Rules
Get 5 squares in a row and earn a star. Say “Bingo” and wait for Ms. S to see your board. Read the words from the board Once a person wins, keep your squares on your board until you win. Once you win, clean your board and begin to play again.

Classroom Rules and Procedures packet Science Notebook

Today: Welcome, Attendance, Activities Board!
September 4, 2014 Today: Welcome, Attendance, Activities Board! Essential Skill~ You will be able to: 1. C-5 Demonstrate Understanding of Concepts (classroom rules and procedures concepts) Learning Goals: To follow specific teacher given instructions (as compared to creating your own instructions) Learning Objectives: Students should be able to: 1. To review Rules and Procedures (muscle memory) 2. To earn your first Science Star Relevance: Question-Why should you spend time demonstrating that you understand the classroom rules and procedures? Success Criteria: Name 3 Expectations and/or rewards/consequences.

Science Notebook Expectations:
Write the Following on the first page of your Science Notebook. Science Notebook Expectations: Date each entry. Title each entry. Keep work neat. Keep work in order. Do not add pages. Listen for entry instructions (i.s.-complete sentences, bullet points, incomplete sentences, letters…) Bring notebook to class everyday.

September 4, 2014 Today: Welcome, Attendance, Activities Board! Essential Skill~ You will be able to: 2. IR-1 Recognize individual motivations, emotions, interests, values and strengths. Learning Goals: To follow specific teacher given instructions (as compared to creating your own instructions) Learning Objectives: Students should be able to: 1. Understand and articulate your strengths and interests as a student Relevance: Question-Why should you spend time recognizing our strengths and making goals for ourselves? Success Criteria: Name at least 3 goals for the year.

September 5, 2014 Materials: Pen/Pencil Science Notebook

My Questionnaire! – Choose 10 to answer
1. What are the three most important things I should know about you? 2. What are things you are really good at? 3. What are you most proud of? 4. What is the favorite thing you did this summer? 5. What have you most loved learning (even if not in school)? Why? 6. What’s your favorite thing to do when you’re not in school? 7. What is the best book or books you have ever read? 8. I think 6th grade will be…. 9. What do you love about school? 10. Some things I really want to work on this year in 6th grade are…. 11. What are things you cannot wait to do this year? 12. I learn best when the class is….

Partner Talk For 2 minutes, share with your neighbor.
For 2 minutes, your neighbor shares with you. = Total of 4 minutes You may ask questions during each presentation. Then we share with the class!

September 8, 2014 Materials: Pen/Pencil Science Notebook
Class inspectors today Lab Refreshers today

Goal Setting List Goals in your notebook
List your goals for the school year. Personal. 1. 2. 3 Social 3. Academic 1. 2. 3. Physical

September 8, 2014 Today: Welcome, Attendance, Activities Board! Essential Skill~ You will be able to: IR-7 Work, communicate and contribute effectively with others. Learning Goals: To follow specific teacher given instructions (as compared to creating your own instructions) Learning Objectives: Students should be able to: 1. Determine their role in the group Relevance: Question-Why should we learn to work, communicate and contribute effectively with others in this Science class? Success Criteria: Being able to work with your group and every one in your group work with you.

Scrap Tower You will be working with your team! You will be given materials to build a freestanding tower (*optional challenge - to hold a weighted item off the ground.) You will be given minutes. The team with the highest freestanding tower wins the challenge. Careful planning, identifying roles and responsibilities as well as creative thinking are essential for this exercise. Feel free to use scrap paper to

Expectations 1. Everyone participates.
2. You must stay with your group-drifting to another group disqualifies you to earn a star. 3. If your group finishes early, report back to your seat and work on something independent and silently. 4. Tower is freestanding. Not taped to floor or bucket.

Class Birthday Line up Line up in a straight line side-by-side.
Your task is to get in order of your birthdays. The challenge is that you cannot talk at all. This exercise is great for improving communication and leadership skills.

Photo Finish Your small group will have to try and cross the line at exactly the same time. If one person is out of sync, then you must start over again. Concentration, listening and communication are essential for this fun challenge.

Lab Safety In your Science Notebook, write the date and title “Lab Safety” Think- for 2 minutes and write as many lab safety rules as you can. Pair-share your rules with your partner. Add rules if you can think of more. Share-You will share your answers with the class. Class will add to their list Short video:

Write in Science Notebook Group Activities Reflection Sept. 8, 2014
What did you enjoy in working in a group? (I enjoyed….. What did you not enjoy when working with a group? (I did not enjoy…) What recommendations would you give to your fellow group members? (I recommend that my fellow group members…..) What recommendations do you think your group members would give you? (My group members would most likely recommend me to….) Do you think we will be doing many group activities in Science Class this year? (yes or no)

September 9, 2014 Materials: Pen/Pencil Science Notebook

Today! Pd 4- Finish Bday Line up Pd 7 and 8- Scrap Tower Finish
Lab Safety and Equipment start Partner and Group work in notebook/ Short Video Clips Sound on projector not working, so you’ll be moving closer to the board to hear. – (twice.) Maybe new packet

C-7: State Implications and Consequences Learning Goals: Lab Safety
September 9, 2014 Today: Essential Skills: C-7: State Implications and Consequences Learning Goals: Lab Safety Lab Equipment Learning Objectives: Students should be able to: Know specific lab safety instructions. Know the names and uses of equipment. Relevance: Question-Why should we know and act on lab safety?

Lab Safety In your Science Notebook, write the date and title “Lab Safety” Think- for 2 minutes and write as many lab safety rules as you can. Pair-share your rules with your partner. Add rules if you can think of more. Share-You will share your answers with the class. Class will add to their list Short video: What rules did we miss? Add them after watching the video.

Lab Equipment First-short video: Pay attention to the equipment that you see: In your Science Notebook, write the date and title “Lab Equipment” Pair-With your table, see if you can identify the items in your tray. Draw a picture of each and label it. Share- Share answers with the class

New Packet! With your group or a partner of your choosing at your table, work on pages 3,5, & 6. Be prepared to share. We are going over these in class.

Science Notebook-Open to Lab Safety/Equipment section (Sept 9, 2014).

Your Task… In New Packet- Complete pgs. 3,5,6
May work with someone from your group only- at your desk or your given group’s room location. We will go over this in class. If you finish early- read a book.

September 10, 2014 Today: Essential Skills: C-3 Gather Information and Organize Data Learning Goals: Scientific Method Learning Objectives: Students should be able to: Identify the questions you need to answer an the problems that you need to solve Relevance: Question-Why should we have an order to do our lab experiments?

September 11, 2014 Needed today: Stampers Class Inspectors
HW: Start studying for next Thursday’s Quiz. Materials: Pen/Pencil Equipment/Safety/Observation packet Pds. 1 and 4- open to pg. 7. and PT’s. Pds 5,7,8- open to pg 6 Science Notebook-for later in class Needed today: Stampers Class Inspectors

Your Task… PT Lab. We are working through this with group and the class. We are skipping #’s 13 and 14.

Your Task… In New Packet- Complete pgs. 3,5,6
May work with someone from your group only- at your desk or your given group’s room location. We will go over this in class. If you finish early- read a book.

C-3 Gather Information and Organize Data Learning Goals:

Equipment/Safety/Observation packet Science Notebook

Equipment/Safety/Observation packet- pg. 9 Science Notebook

September 15, 2014 Today: Essential Skills: C-3 Gather Information and Organize Data Learning Goals: Scientific Method Observations and Inferences Learning Objectives: Students should be able to: Identify the questions you need to answer an the problems that you need to solve Recognize the difference between observations and inferences Relevance Statement: Science is about making observations, connections, making guesses…. We need to understand how to make observations and inferences.

Today! Finish Scientific Method Scenario (& worksheet if your class received one.) Observation and Inferences notes and practice Lab. (finish today or tomorrow…) Go over Get star.

Lab Vocab Prediction: To tell something before it happens.
Inference: Forming a conclusion based on observations. Observation: Any information that we gather by using our senses. Experiment: An activity designed to test a hypothesis. Control: The part of an experiment that serves as a standard. Variable: Any factor in an experiment that could affect the results and is therefore tested separately.

In your notebook- Scientific Method
What are the steps of the Scientific Method? What does each step mean? (3 minutes to work with your partner.)

Scientific Method: Pretty Red Heads Like Animal Crackers
Purpose- What does the Scientist want to know more about? Research - Gather Information Hypothesis:-an educated guess of the answer: usually an “if-then” sentence. Experiment: step by step experiment designed to test the hypothesis and collect data Analysis-describe what you noticed about the data Conclusion: was the hypothesis correct or incorrect

Scientific Method Practice.
Work through pg. 9 in packet, and front and back of Dr. E McSquare sheet. May work with someone from your group only- at your desk or your given group’s room location. We will go over this in class. If you finish early- read a book.

Observations Observation:
recognizing and noting some FACT to gather information. You make observations using your five senses. Can be: Qualitative: factual descriptions that do not use numbers. Ex. John has blue eyes Quantitative: - factual descriptions that do use numbers. Ex. John has 2 eyes.

Inferences Inferences: a possible explanation or guess about an observation. Ex: you leave the movie theater and see the ground is wet so you infer that it rained.

Observation and Inference Practice-
We will go over the instructions, and then you may work with a partner at your table to finish the sheets. Go over as a class. Start short Observation and Inference lab.

Equipment/Safety/Observation packet- pg. 10 Science Notebook-Observations and Inference Notes

September 16, 2014 Today: Essential Skills: C-3 Gather Information and Organize Data Learning Goals: Observations and Inferences Graphing! Learning Objectives: Students should be able to: Recognize the difference between observations and inferences Relevance Statement: Science is about making observations, connections, making guesses…. We need to understand how to make observations and inferences.

September 16, 2014 Essential Skills:
C-5: Demonstrate Understanding of Concepts Learning Goals: Line graphs and Bar Graphs Learning Objectives: Students should be able to: To know the difference between a line graph and bar graph. To know how to create a correct graph with appropriate titles. Relevance: Graphs are used often in Science. Why?

Today! Finish Observation and Inferences practice
Finish Observation and Inference Lab. Go over Get star. Start Graphing Notes Graphing Practice

Equipment/Safety/Observation packet- Science Notebook- Mini White Board and your expo markers

C-5: Demonstrate Understanding of Concepts Learning Goals: Scientific Method, Lab Safety, Lab equipment, Obs and Inferences Learning Objectives: Students should be able to: Relevance: Reviewing for tomorrow’s quiz

Today! Review! Review with Ms. Seymour Review with partners/tablemates
Safety Equipment Scientific Method Observation and Inferences Review with partners/tablemates Be prepared to share

Equipment/Safety/Observation packet-to be turned in. put in bucket. Science Notebook-to be checked

C-5: Demonstrate Understanding of Concepts Learning Goals: Scientific Method, Lab Safety, Lab equipment, Obs and Inferences Learning Objectives: Students should be able to: Relevance: Quiz today

Today! Quiz Work on something silently when finished.
Independent and Silent Turn in NB Check Work on something silently when finished.

Science Notebook- new page for Graphing Notes

Graphing Notes Good example: The effect of x axis on y axis.
COMPONENTS OF GRAPHS Title: The main idea of the graph; Explains what the graph shows. Good example: The effect of x axis on y axis. Bad example: The Line Graph Horizontal Axis (x-axis): Runs from left to right; The manipulated variable (independent variable) . Vertical Axis (y-axis): Runs from top to bottom; The responding variable (dependent variable) . Legend/Key: Indicates the meaning of the symbols, colors, or patterns used.

Graphing Notes Line Graph: Shows patterns and trends in the data (usually over time) and have several sets of data plotted on them to easily show a comparison.

Bar Graph: Uses bars to compare items, especially averages and totals.
Graphing Notes Bar Graph: Uses bars to compare items, especially averages and totals.

Independent and Dependent Variables
Independent Variable: The variable that is changed by the experimenter in order to measure the impact of the change on one or more Dependent Variables. -X axis Dependent variable: dependent variable is the observed result of the independent variable being changed -Y axis

Draw table in your notes.
Label the Independent Variable side. Label the Dependent Variable?

Your Task Complete Graphing Practice # 1 and 2 with table mate(s)
Show Ms. S. If it is done well (complete, neat lines), continue with graph 3 or 4. Complete graphs from sheet. Staple graphs to sheet. Turn in.

September 22, 2014 Materials: Assignment book-HW: Notes for Ch. 1, section 1 Pen/Pencil Science Notebook- Graphing Notes Graphing Practice Sheet

Today! Visit Ms. S’s webpage. See where to get your vocab and notes. (tomorrow-online textbook.) Review Graphing Notes-questions using sticks. Continue with Graphing Practice. Get #’s 3 and 4. Copy outline for graph.

September 23, 2014 Materials: Maybe assignment book? If you don’t finish the Graphing # 1,2, & 3. Pen/Pencil Science Notebook-New page for SQ3R Text book, pg. 16.

Today! Online textbook registration (bring your assignment book to write your username and password.) Time to work on something else (Graphing). Start Ch. 1, section 1 in Earth’s Waters SQ3R Reading.

Science Notebook-New page for SQ3R Text book, pg. 16.

Learning Goals and Thinking Skills: You will be able to:
September 24, 2014 Learning Goals and Thinking Skills: You will be able to: T-3. Organize, apply, produce, and communicate knowledge accurately and creatively. Learning Objectives: You should be able to: *Give examples of how people and other living things use water. * Identify how earth’s water is distributed among salt and fresh water sources. Learning Goals: To make personal water use changes that will save our water. Relevance: Why would an entire 6th grade unit be dedicated to studying water?

SQ3R Notes Survey- the section
Question- Write each main title (greenish title) and question in left column. Write a minimum of one question. Read-together as a group. Recite- (answer your question in the right column.) Review

SQ3R Ch. 1, Section 1 Sept 24, 2014 How is Water Important?
*How Do People Use Water? write question Water and Living Things Water on Earth Answer Question (after we read)

Water Conservation videos
Why waste today when you can save for tomorrow. Water Conservation Commercial: Don’t Waste Water: Save Water: ~~~~~~~~~ Home water saving tips: Energy Conservation for kids:

September 26, 2014 Materials: Assignment Book: HW: Study for Thursday’s Graphing Quiz Pen/Pencil Science Notebook-SQ3R Ch. 1, section 1 Text book, pg. 16. (we are reviewing)

SQ3R Ch. 1, Section 1 How is Water Important?

Water Use Report: How Much Water Do I Use?
Purpose: The purpose of this lab is to: Identify the many uses of water in our daily lives. Determine the amount of water that is used in various activities. Explain that our water supply is limited. Background Info: How much water do you use everyday in your home? Would you be surprised to learn that according to the USGS the average American uses between gallons (approx liters) of water per day? Do you think people in other parts of the world use more or less water than Americans? Well, this collaborative project will help you find out the answers to these questions. By collecting data on water usage from people around the world you will be able to see how your water use compares to others and determine what you might do to use less water.

Research: Use the following water conservation sheet and find 10 facts about water use (ways to save water, organizations that are trying to save water, etc…) Hypothesis: (after collecting water use data). Choose one or two of the water conservation ideas that you can use at your house and make a hypothesis about the amount of water you could save by making changes. Experiment: Part 1- Fill out the Water Use chart for one week. Part 2- Fill out the Water Use chart after making changes in your water use practices. Analysis: TBA Conclusion: TBA

September 29, 2014 Materials: Assignment Book: HW Ch. 1, section 2 Notes and Vocab. Progress Reports signed and due tomorrow. Progress Reports to be signed today Pen/Pencil Science Notebook-SQ3R Ch. 1, section 1 Text book, pg. 16. (we are reviewing) Ch. 1 packet- you will be working on HW while progress reports are being filled out.

SQ3R Ch. 1, Section 1 How is Water Important?

Water Use Lab: How Much Water Do I Use?
Purpose: The purpose of this lab is to: Identify the many uses of water in our daily lives. Determine the amount of water that is used in various activities. Explain that our water supply is limited.

Background Info: How much water do you use everyday in your home
Background Info: How much water do you use everyday in your home? Would you be surprised to learn that according to the USGS the average American uses between gallons (approx liters) of water per day? Do you think people in other parts of the world use more or less water than Americans? Well, this collaborative project will help you find out the answers to these questions. By collecting data on water usage from people around the world you will be able to see how your water use compares to others and determine what you might do to use less water.

Research: Use the following water conservation sheet and find 10 facts about water use (ways to save water, organizations that are trying to save water, etc…) Write them under Research!

Hypothesis: (after collecting water use data). Choose one or two of the water conservation ideas that you can use at your house and make a hypothesis about the amount of water you could save by making changes. Experiment: Part 1- Fill out the Water Use chart for one week. Part 2- Fill out the Water Use chart after making changes in your water use practices. Analysis: TBA Conclusion: TBA

September 30, 2014 Materials: Progress Report Pen/Pencil
Science Notebook- pd. 5- Research section of Water Use Lab. All pds.- skip 2 full pages after Water Use Lab. We are taking R and R Notes Text book, pg. 16. (you will need it) Ch. 1 packet- p. 6- R and R

R & R Notes R and R stands for “Review and Reinforce” It comes after:
SQ3R, Activities, Videos, Labs R and R is my turn (your name) to: Demonstrate my understanding of the content Use all of the available resources given to me to articulate the correct answers To see if there sections that we need to re-read and go over together as a class.

September 30, 2014 Learning Goals and Thinking Skills: You will be able to: T-3. Organize, apply, produce, and communicate knowledge accurately and creatively. Learning Objectives: You should be able to: *describe the physical and chemical properties of water. *explain how water dissolves other polar substances *identify three states in which water exists on Earth. Learning Goals: To make personal water use changes that will save our water. Relevance: What can you tell me about water?

SQ3R Section 2 Properties of Water- Sept. 30, 2014
*1. Water’s Unique Structure -Question *2. Surface Tension *3. Capillary Action *4. Water, the Universal Solvent *5. Changing State *6. Why Ice Floats *7. Specific Heat Answer Question

October 1, 2014 Materials: Progress Report if you have note turned it in. Pen/Pencil Science Notebook- Graphing Notes Blue Graphing Practice Sheet

October 1, 2014 Essential Skills:

October 2, 2014 Materials: Pen/Pencil Everything else is put away.

Today October 2, 2014 Graphing Quiz Independent and Silent
When finished: Complete S and Q of SQ3R Ch. 1, section 2. Work on

Today October 3, 2014 Graphing Quiz Independent and Silent
When finished: Complete S and Q of SQ3R Ch. 1, section 2. Work on

October 3, 2014 Materials: Pen/Pencil Later in Class: Water Use Chart
Science Notebook

Today October 3, 2014 ERB forms- fill out
Water Use Chart for Thursday and Friday Current Events- thoughts? to-desperation-in-rural-california/ar-BB73j6n Start Ch. 1, Section 2 Properties of Water reading, pg.

ERB forms- what to fill out
Also- see sample. Fill in (& bubble) identifying information student’s last name, first name, middle initial, student ID number - Our student ID numbers have 7 digits; however, there are 9 blanks on the testing sheet. Please leave the last two boxes empty testing date- October 2014 date of birth, Grade 06 gender, Level 5 teacher name (homeroom teacher), (Seymour, Parker, Matilla, Radico, Peck) school name, Tredyffrin/Easttown Middle School District. TESD Do not fill in the section pertaining to RACE AND ETHNICITY..

Current Events desperation-in-rural-california/ar-BB73j6n What is going on in California? How are the people responding?- pay attention to the stories being told What are your thoughts?

October 6, 2014 Materials: Pen/Pencil Water Use Chart
Science Notebook-Water Use Lab Later in Class: Text book, pg. 23 Science Notebook- Ch. 1, section 2 SQ3R * Science Extension Meets on Wednesday during Activity. Come with Water Ideas!

Today October 6, 2014 Get quizzes. Requizzing starts Thursday- see Ms. S during activity or Advisory. (New Quiz). Water Use Chart. Fill out Weekend. Water Use lab- Hypothesis and Experiment. Start Ch. 1, section 2 Properties of Water SQ3R

October 6, 2014 Learning Goals and Thinking Skills: You will be able to: T-3. Organize, apply, produce, and communicate knowledge accurately and creatively. Learning Objectives: You should be able to: *describe the physical and chemical properties of water. *explain how water dissolves other polar substances *identify three states in which water exists on Earth. Learning Goals: To make personal water use changes that will save our water. Relevance: What can you tell me about water?

SQ3R Section 2 Properties of Water- October 6, 2014

Purpose: The purpose of this lab is to: Identify the many uses of water in our daily lives. Determine the amount of water that is used in various activities. Explain that our water supply is limited. Background Info: How much water do you use everyday in your home? Would you be surprised to learn that according to the USGS the average American uses between gallons (approx liters) of water per day? Do you think people in other parts of the world use more or less water than Americans? Well, this collaborative project will help you find out the answers to these questions. By collecting data on water usage from people around the world you will be able to see how your water use compares to others and determine what you might do to use less water.

Research: Use the following water conservation sheet and find 10 facts about water use (ways to save water, organizations that are trying to save water, etc…) Hypothesis: (after collecting water use data). Choose one or two of the water conservation ideas that you can use at your house and make a hypothesis about the amount of water you could save by making changes. Experiment: Part 1- Fill out the Water Use chart for one week. Part 2- Fill out the Water Use chart after making changes in your water use practices. Analysis: TBA Conclusion: TBA

Water Notes Water Molecule: 2 Hydrogen Atoms 1 Oxygen Atom
Polar Molecule : “-” and “+”

Surface Tension Tightness across the surface:

Capillary Action: Attraction of water molecules to other materials.

Water the Universal Solvent
Salt Solution:

Text book, pg. 23 – we are reviewing Science Notebook- Ch. 1, section 2 SQ3R Earth’s Water’s Packet- Properties of Water Lab * Science Extension Meets on Wednesday during Activity. Come with Water Ideas!

Pds 5-Today October 8, 2014 Water Use Chart. Fill out Monday and Tuesday Review Start Ch. 1, section 2 Properties of Water Continue Ch. 1, section 2 SQ3R to the end of water, the Universal Solvent. Short Properties of Water lab.

Salt Solution:

Earths Water’s Packet- properties of water lab Text book, pg. 16 – we are reviewing Science Notebook- Ch. 1, section 2 SQ3R Later-mini whiteboard and expo markers * Science Extension Meets on Wednesday during Activity. Come with Water Ideas!

Pds. 7 &8-Today October 8, 2014 Water Use Chart. Fill out Tuesday.
Go over Properties of Water lab-fill our sheet. Earn a star. Whiteboard review Finish rest of Chapter 1, section 2-reading, SQ3R.

Salt Solution:

Properties of Water & Heat Capacity (Specific Heat)

The Water Cycle

Text book, pg. 23 – we are reviewing Science Notebook- Ch. 1, section 2 SQ3R Earth’s Water’s Packet- Properties of Water Lab * Science Extension Meets on Wednesday during Activity. Come with Water Ideas!

Today October 9, 2014 Water Use Chart. Fill out the blank days including Wednesday. Review Start Ch. 1, section 2 Properties of Water Continue Ch. 1, section 2 SQ3R to the end of water, the Universal Solvent. Short Properties of Water lab.

October 10, 2014 Materials: Assignment book: HW: Start studying for next Fri’s Ch. 1 test. 2. Ch. 1, section 3 vocab and notes Pen/Pencil Water Use Chart Text book, pg. 23 – we are reviewing Science Notebook- Ch. 1, section 2 SQ3R Earth’s Waters Packet

Today October 10, 2014 Water Use Chart. Fill out the blank days including Thursday. (Most days should be filled out to Thursday.) Review Start Ch. 1, section 2 Properties of Water Finish section 2. R and R section 2 – independent/silent/go over Short Video. Any questions? Start HW

Text book, pg. 23 –needed for R and R Science Notebook- Ch. 1, section 2/3 SQ3R Earth’s Waters Packet R and R section 2, pg.7

Today October 13, 2014 Water Use Chart. Fill out the blank days. Entire Experimental group should be filled out Review Ch. 1, section 2 Properties of Water R and R section 2 – independent/silent/go over Remaining questions? Start SQ3R for section 3- The Water Cycle Start Reading.

October 13, 2014 Learning Goals and Thinking Skills: You will be able to: T-3. Organize, apply, produce, and communicate knowledge accurately and creatively. Learning Objectives: Students should be able to: *to describe how earth’s water moves through the water cycle. *list ways that living things depend on the water cycle. Learning Goals: To understand the water cycle Relevance: What can you tell me about the water cycle?

SQ3R Section 3 Water Cycle Oct. 13, 2014
Section Headings Water Evaporates Clouds Form Water Falls As Precipitation A Global Process Answer Question

October 13, 2014 Water Cycle Draw a diagram of the water cycle. (you may use pg. 33). Include the following words in your drawing: 1. The sun 2. Precipitation 7. Ocean 3. Evaporation 8. Lake 4. Transpiration 9. River 5. Condensation 10. Runoff 6. Ground water

The Water Cycle Take notes

October 14, 2014 Pds 5 Materials: Pen/Pencil
Text book, pg. 23 –needed for R and R Science Notebook- Ch. 1, section 3 SQ3R Earth’s Waters Packet R and R section 2, pg.7

October 14, 2014 Materials: Pen/Pencil Text book, pg. 32 –
Science Notebook- new page for Ch. 1, section 3 SQ3R

Going over R and R’s Remember, we will go over the questions that you still do not understand by: Rereading the section Taking more notes Discussing it again. Please make sure you understand the material.

Today October 14, 2014 SQ3R for section 3- The Water Cycle Reading.
Diagraming. Short Video Clip Longer video clip- take notes on what we did not cover in class.

October 14, 2014 Water Cycle Draw a diagram of the water cycle. (you may use pg. 33). Include the following words in your drawing: 1. The sun 2. Precipitation 7. Ocean 3. Evaporation 8. Lake 4. Transpiration 9. River 5. Condensation 10. Runoff 6. Ground water

The Water Cycle http://www.youtube.com/watch?v=0_c0ZzZfC8c
Animation Take notes – one or two things that we did not cover.

October 15, 2014 Materials: Pen/Pencil Text book, pg. 32 –
Science Notebook- Ch. 1, section 3 SQ3R/water cycle diagram/video notes. Earth’s Waters Packet- R and R, section 3. pg. 8

Today October 15, 2014 R and R section 3 “Restate to the class”
Independent, Silent, Go over “Restate to the class”

The Water Cycle http://www.youtube.com/watch?v=0_c0ZzZfC8c
Animation Take notes – one or two things that we did not cover.

“Restate” to the Class A good way to know if you understand the material is to re-state it to someone else! In groups of 2, you will be given a topic to restate the class. Restate the most important thing from your topic. How do people use water? (seats 1 & 2) (seats 23 and 24) Water and Living Things (seats 3 and 4) (seats 25 and 26) Water on Earth (seats 5 and 6) (seats 27 and 28) Water’s unique structure (seats 7 and 8) Surface Tension (seats 9 and 10) Capillary Action (seats 11 and 12) Water, the Universal Solvent (seats 13 and 14) Changing State (seats 15 and 16) Why Ice Floats (seats 17 and 18) Specific Heat (seats 19 and 20) Water Evaporates/Clouds Form/Water Falls (seats 21 and 22)

The most important thing….
From your particular topic.

October 16, 2014 Materials: Pen/Pencil “Reteach the class sheet”
Mini white board/your Expo marker Later-Science Notebook, Earths Water’s packet, textbook pg. 38. all for review.

Today October 16, 2014 “Reteach” has been changed to “Restate to the class” Book Review-pg # 1-10. Mini white board review

October 16, 2014 Learning Goals and Thinking Skills: You will be able to: T-3. Organize, apply, produce, and communicate knowledge accurately and creatively. Learning Objectives: You should be able to: *Give examples of how people and other living things use water. * Identify how earth’s water is distributed among salt and fresh water sources. *describe the physical and chemical properties of water. *explain how water dissolves other polar substances *identify three states in which water exists on Earth. *to describe how earth’s water moves through the water cycle. *list ways that living things depend on the water cycle. Learning Goals: Ch. 1 test tomorrow Relevance: Ch. 1 test tomorrow

Room 208 Welcome to Homeroom.

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Room 208 Welcome to Homeroom.

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