1. Bell Work September 19th
C=0
H=0
M=none
Sal is studying the solar system. He makes a physical model using different-sized foam balls to represent the planets. Which best describes why a physical model is a useful tool for studying the solar system?
Solar system models can be used to study a system that is too big to study directly.
A model of the solar system eliminates the need for scientists to study the solar system directly.
A model of the solar system provides an exact replica of the actual solar system, so scientists can experience what each planet is like.       
A model of the solar system can provide more data about the solar system than direct observations.

2. A SC.8.N.1.3

3. SEL Monday September 19th
Focus Breathing: (1 minute)
• Sit up straight
• Feet firmly planted on the floor
• Hands relaxed on your legs
• Take one deep breath in (Think about what you want the week to look like)
• One deep breath out (let go of any negativity you are carrying)
• Take another deep breath in
• And another deep breath out • (Repeat as needed/desired)

4. https://www.youtube.com/watch?v=0_WCxYLEU9w C=0 during video H=none
A= Video connection
M=none
P= Looks like students making observation about the video presented. When video is finished teacher will have Q&A with class as a whole. Students will raise hand in order to answer the question presented in the discussion slide.
S=Check for success.

5. Why does Isaiah Bird feel he is unique?
Q&A (Discussion)
Why does Isaiah Bird feel he is unique?
How does he handle the challenges he faces.
What does it mean “obstacles are only opportunities?”
Write down on a sheet of paper 2 things you feel are obstacles for you?
How can you make each one your opportunity in life?

6. SEL Champs “The Voices in my Head”
C=2 with two other partners
H= none
A= What voices do you hear
M= none
P= Looks like students pairing up in 3’s. One student sits in the middle while the other two have a conversation at the same time. The two on the edge will continue to speak for a minutes until teacher say’s stop. (Student in the middle shares with the other students what he/she remembers in the conversation.) If time permits switch.
S=Check for success

7. The Voices?
Why made it so difficult to listen to the conversation? 
Why is it important to only embrace people that speak life and encouragement?
How do you feel when people say negative things about you?
How should you handle negative comments? 

8. Exit Breathing Focus Breathing: (1 minute) • Sit up straight
• Feet firmly planted on the floor
• Hands relaxed on your legs
• Take one deep breath in
• One deep breath out
• Take another deep breath in
• And another deep breath out • (Repeat as needed/desired)

9. Wed. September 16th Test Scientific Method 3
H=none
A= Test
M=none
P= (1) Write your name on your scantron and bubble in 000 then I.D. Number.
(2) Set your folders up and wait quietly as I pass out Test.
(3) When you are finished raise your hand and I will collect your test. (4) Begin bell work on a separate sheet of paper and worksheet
S= 70 percent or higher

10. Identifying Variable (7 minutes)
C= 2
H= ask 3 before me
A= Identifying variable
M=none
P= Looks like students working as a group and answering questions each on a separate sheet of paper. Teacher will circulate to provide assistance and check for understanding. When time is up, teacher will pick random students to answer first part of worksheet.
Check for success

11. We brought a block of unsliced cheese on the same day, and it isn't moldy at all.
I think that sliced cheese gets moldy faster because people touch it more.
After five days, both sets of cheese that I touched are moldy. Both sets of cheese that I left alone have no mold.
I keep four separate sets of cheese in the refrigerator: five slices that I touch once a day; five slices that I leave untouched; five cubes of unsliced cheese that I touch once a day; and five cubes of cheese that I leave untouched.
observation
Hypothesis
results
Experiment

12. Why is the sliced cheese in the fridge all moldy?
I was right: Touching is the critical factor in making cheese mold.
There must be something about sliced cheese that makes it more likely to mold.
Problem
Conclusion
Inference

13. Graphic Organizer Brain Pop
If I place different types of cat food then the cat will eat more of other types of cat food.
1. Place 3 bowls of cat food and at the end of the day measure the amount left in each bowl.

14. If I place window curtains over the window then the temperature during the day will decrease remaining cooling.
Place a curtain on ½ the window and leave the other side without the curtain. Take the temperature on each side for a week. Measure.

15. If the microwave is on than there will be bad reception for the cell phone.
At various times during the 1 hour measure or record the reception of the phone when the microwave goes off.

16. C=0
H=0
M=none
Bell Work September 17th
Which statement refers to Miami's climate rather than Miami's weather?
June is the least sunny month of the year.
Sunshine is steady throughout the year.
The sun shines nearly every day of the year.
There are more hours of sunshine during the summer.

17. B SC.6.E.7.6

18. Objectives SC.8.P.8.2 and 3 Reading LAFS.68.RST.2.4
Today I will determine the meaning of key terms that deal with matter by creating a KUD and reading text.
So that I can define related terms that deal with matter (2) compare the difference between mass and weight (3) identify units and instruments used in matter.
I know I have it when I have unpacked the science benchmark that deal with matter. I have completed my foldable with definition, units and instruments. Passed my exit slip with a 100 percent.

19. CHAMPS Science conversation
H= ask 3 before me
A= Check prior Knowledge
M= rotating from table to table
P= (1) Students will rotate from table to table writing down on the white board what they know about the vocabulary word. (2) as you move from table to table read what the other groups have left behind. Once completion is finished the 1 in the group will read what is on the white board.
S=Check for success

20. Key Words
Measuring Matter
mass
matter
weight
density
Gravity
proportional
volume

21. CHAMPS for KUD C=0 H= ask 3 before me A= unpacking benchmarks M=none
P= Looks like student creating the KUD chart and breaking down the bench mark as a class. Student will now attempt to breakdown the second benchmark on their own. Teacher will circulate and help as needed.
S= Check for success

22. Density can be described if you measure the mass and volume and divide
SC.8.P.8.3 Explore and describe the densities of various materials through measurement of their masses and volumes. SC.8.P.8.2 Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass.
Know
Understand Do
Density
Density can be described if you measure the mass and volume and divide
Mass
Volume

23. SC.8.P.8.2 Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct, though proportional to mass. SC.8.P.8.2 Differentiate between weight and mass recognizing that weight is the amount of gravitational pull on an object and is distinct from, though proportional to, mass.
Know
Understand Do
Weight
Weight is the amount of gravitational pull on an object
Mass
Weight is proportional to mass
Gravity

24. CHAMPS Foldable C=0 to 1 H= ask 3 before me A= Foldable M= none
P= (1) student will popcorn read in their groups from pages (2) Look like student folding paper in 4 major columns then filling out vocab information. Students will work as a team to fill in the foldable with the cited evidence in the text (teacher will circulate). Student will debrief with instructor and check for understanding.
Check for success

25. The Missing Link of Matter
Vocab
Definition
Unit
Instrument
Mass
Volume
Weight
Gravity
Density
Triple beam balance
Amount of matter in an object
G (grams)
Graduated cylinder or lxwxh
ml or cm3
cm3
The amount of space and object occupies
lb. or pounds
scale
Measure of force of gravity on an object
N (newton
scale
The attractive force between two objects
How much mass of a substance is contained in a given volume.
g/ml or g/cm3
Graduated cylinder or lxwxh

26. Exit Slip
Hypothesize: How much to you think a apple weighs as compared to a grape?
Infer: How do think an object’s mass relates to it’s weight?

27. Which number measures mass and which measures weight?

28. C=0
H=0
M=none
Bell Work September 18th
Which correctly compares how land and water are affected by the sun’s energy?
Land changes temperature more quickly than water. 
Water changes temperature more quickly than land.
Both land and water change temperature at the same rate.
Neither land nor water change temperature.

29. A

30. Study Jam Measuring Matter http://studyjams. scholastic
C=0 During Video
H= ask 3 before me
A= Observation and Cornell Notes
M= None
P= Looks like students creating as many notes and as possible. (After video debrief with your group and create 5 questions about your notes.) (2) Stand up, hands up and pair to share and compare with another partner. (3) Write down a quick summary about you learned.
S=Check for success

31. When water rises after you place an object in it…..
Name
Date
Period
Page
Properties of Matter
Essential Questions: Differentiate between weight and mass.
Questions
Claims and Evidence
Summarize what you learned:
Explain density
Density is mass divided by volume.
Matter is anything with mass and volume.
What is matter?
What is mass?
Mass is the amount of matter in an object
What is weight?
Weight is the force of gravity on an object.
You can figure out volume by displacement of water
When water rises after you place an object in it…..
Weight changes with gravitation pull.
How does weight change?

32. Brain Pop Interactive Challenge https://www. brainpop

33. Brain Pop Mass Volume and density https://www. brainpop

34. CHAMPS for Lab C=0 during teacher debrief level 2 in the group
H= ask 3 before me
A= Lab
M= limited around your table
P= Looks like students working as a team, each member is contributing with no horseplay. Material are kept neat and when bell sends students are quite for further directions. Conversation is limited to group. Student will copy framework and predict what will happen as teacher surveys class. Student will have 15 minutes to perform lab and complete questions. Students will debrief with 1 student stays and all go astray to a new table and debrief.
Check for success

35. Will grapes float or sink in water? Let’s survey the class
Yes No

36. Essential Questions: Will grapes float or sink in sugar water?
Name
Date
Period
Page 13
Grapes and Sugar Water
Essential Questions: Will grapes float or sink in sugar water?
Questions
Claims and Evidence
Hypothesis……
Independent variable
Dependent
Control
Draw cups with water on the back
Conclusion: Explain why?
If I place several tablespoons of sugar then the grapes will float/sink because the water is more dense or less dense___________________________________________________
Sugar placed in the water
The level the grapes are above water (amount floating)
Plain water and grapes sinking

37. Let’s Experiment
1. Make sure you have two cups with water half filled.
2. Place a grape in one cup and make observation. Did it sink or float?
3. Can you infer why this happened?
4. Place the next grape in the second water and begin to place one spoonful of sugar and stir. Did it float?
5. Try again with another spoonful of sugar, did it float
6. How many spoonful did it take?
7. Draw both cups and the results that took place.
8. Answer framework question.
9. Debrief with another group when teacher signals.