1. Bell Work September 30th
C=0
H=0
M=none
Which unit would best be used to represent the distance between Mercury and Neptune?
astronomical unit
kilometer
light year
parsec

2. A

3. What versus Why? 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)

4. https://www.youtube.com/watch?v=1ytFB8TrkTo 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. Q&A (Discussion)
1. List as many things you are (such as friend, student, son, daughter etc.) this is your what) turn and talk
2. What was the difference between the singing before and after?
3. Explain the difference it makes when you know your why versus your what?
4. What do you believe is the purpose (why) of your life? Explain
5. How can that make a difference?

6. Objective SC.8.P.8.3-8.4 Today I will take test on the Density
So that I can calculate density. Make a prediction to the density of various substances.
I know I have it when I have passed with at least a 70 on the test. (2) completed the worksheet on a sheet of paper

7. Monday 30th Density Test SC.8.P.8.3-4
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 on the board
S= 70 percent or higher

8. Bell Work October 1
C=0
H=0
M=none
Even without a telescope, on a dark night we can view a band of thousands of stars stretching across the night sky above Earth.
This massive group of stars is part of which galaxy?
A. Andromeda
B. Centaurus A
C. Milky Way
D. Sagittarius A*
    

9. c

10. Objectives SC.8.P.8.3-4
Today I will look for key ideas to explore density and properties of matter
So that I can Classify and compare substances on the basis of density. Match units and tools used in matter.
I know I have it when I have solved density problem and identified the substance. I can match the key details for matter. I have passed my exit quiz with 70 percent accuracy.

11. CHAMPS C=2 H= group A= Density Review M= none
P= Looks like students working as a team to answer the 4 questions showing work
S= Check for success

12. Prediction: Find the Mystery objects. Density Handout
1.) g / 3 cm3 = 8.92 g/cm3 copper
2.) 15 ml -10 ml = 5 ml 107 g/5 ml= platinum
3.) 5.28 g / 2 cm3= 2.64 g/cm3 Quartz
4.) 3 cm x 4 cm x 6 cm = 72 cm g/72 cm3= 2.5 g/cm3 Marble

13. More Practice

14. Science 8-Density Calculation WorksheetM
Science 8-Density Calculation Worksheet D V
6.) g/ 23.5 mL = .24 g /cm3
7.) The blocks volume is 1,0000 cm3 then 2,700 g / 1,000 cm3 = 2,7000 g/cm3
8.) g / 60 mL = 1.6 g/cm3
9.) g / 743 cm3 = 1.74 g/cm3

15. Match Challenge C=2 H= group A= Matching M= none
P= Looks like students working first round as a group to match the matter cards. Students will each attempt to unscramble and match the terms with the unit.
S=check for success

16. The Missing Link of Matter 196-200
Name
Date
Period
Page 18
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/N
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

17. the star’s surface temperature the star’s distance from Earth
Bell Work October 2nd
C=0
H=0
M=none
Marlee uses a telescope to observe a red star. What does its color tell her about the star?  
the star’s age
the star’s surface temperature   
the star’s distance from Earth   
the star’s location relative to other stars

18. B

19. Objective SC.8.P.8.4 /LAFSRST1.1 Cite Evidence
Today I will cite evidence and synthesize information for physical and chemical property by reading science text.
So that I can compare substances on the basis of characteristic physical properties. Provide examples of physical and chemical properties. Provide evidence that supports both chemical and physical property.
I know I have it when I have created a foldable that has 3 specific details for each characteristic property. Answered question about both properties and answered my exit quiz with a 70 percent.

20. Rally Table C=0 H= Task 3 before me A= Check background knowledge
M=none
P= (1) Teacher asks questions with multiple possible answers. (2) Partner take turns writing answers on one paper. (List as many physical properties and
S= Check for success

21. Synthesize and Cite Evidence
C=0 while we read as a whole class
H= ask 3 before me
A= Citing evidence
M= none
P= (1) Looks like student reading page 188,189 as a whole class. (2) Students will create foldable format. Students will write 2 or 3 details for each property found in text. Share as a class findings.
Check for success

22. Foldable Physical Property vs. Chemical Properties p.188, 189
Name
Date
Period
Page 27
Foldable Physical Property vs. Chemical Properties p.188, 189
Physical Property p.188
Chemical Properties p. 189

23. For example several physical properties of gold is luster, shininess.
Is a characteristic that can be observed without changing the matter into another type of matter.
For example several physical properties of gold is luster, shininess.
Metal melts at 1,064 C and boils 2856 C.
Characteristic that describes something’s ability to become something else.
For example carbon dioxide gas injected into water will react to produce carbonic acid.
Name
Date
Period
Page 27

24. Bell Work October 3rd What is true of the planets?
M=none
What is true of the planets?
The planets are relatively the same distance from the sun.
The planets are relatively the same distance from each other.  
Unlike the outer planets, the inner planets are far apart.  
The farthest planet is about 30 times as far from the sun as the closest planet.

25. D

26. Quiz Jeopardy question Module quiz 3 1-5 brown
C=0
H=none
A= Check for understanding
M=none
P= Looks like students answering assigned number of question. Make sure you cover the answers with your hands. When time is up raise you hand and teacher will collect the slip.
S= Success is 70 percent correct.

27. Objective SC.8.P.8.4 /LAFSRST1.1 Cite Evidence
Today I will cite evidence and synthesize information for physical and chemical property by reading science text.
So that I can compare substances on the basis of characteristic physical properties. Provide examples of physical and chemical properties. Provide evidence that supports both chemical and physical property.
I know I have it when I have created a foldable that has 3 specific details for each characteristic property. Answered question about both properties and answered my exit quiz with a 70 percent.

28. Physical and Chemical Indicator
H=ask 3 before
A= Identifying physical and chemical properties
M= none
P= Looks like students working as a team to answer question. Each member will rotate in a round robin to contribute answers. Remember to communicate only with your table.
S=Check for success.

29. Synthesize information: Analyze the photo and read their captions
Synthesize information: Analyze the photo and read their captions. Write “physical” or “chemical” next to the “property”. 1. 2. 3. 4.
Physical property
Oxygen dissolves
Chemical property
Water and Carbon dioxide convert to oxygen and sugar
Chemical property
Iron rust due to exposure to air and water
Physical property
Wood when dry becomes hard and relatively inflexible
Cite Evidence next to the answer above. Cite evidence that guided you to classify the properties as physical or chemical.

30. Reading Check: Infer Flammability is a measure of how easily something burns. Is this a physical or chemical property? Explain using an example.
This is a chemical property because once it burns you can’t get it back. For example if I burn paper I can not get it back.
Stand up, hands up and pair up with another student not at your table. Share you answer

31. ADD to Foldable Observed with senses
Determined without destroying matter
Indicates how a substance reacts with something
Matter will be changed into a new substance after the reaction

32. Identify the following as a chemical (C) or physical property (P)

33. A change in size, shape, or state
ADD to Foldable
A change in size, shape, or state
No new substance is formed
A change in the physical and chemical properties

34. Identify the following as a chemical (C) or physical property (P)

35. C=0
H=0
M=none
Bell Work October 4th
The solar system contains many types of objects, including planets, moons, comets, meteoroids, and asteroids. What is one thing all of these objects have in common?
A. They are held in orbit by the sun’s gravitational field.    
B. They are all closer to the sun than Pluto.
C. They are all spherical.  
D. They are all solid.
    

36. A

37. Objective SC.8.P.8.2-4
Today I will review using a jeopardy game the introduction to matter.
So that I can compare substances on the basis of characteristic physical properties. Provide examples of physical and chemical properties. Provide evidence that supports both chemical and physical property.
I know I have it when I have created a foldable that has 3 specific details for each characteristic property. Answered question about both properties and answered my exit quiz with a 70 percent.

38. Physical and Chemical Changes Check Point
H=none
A= Check for understanding
M=none
P= Looks like students answering assigned question. Make sure you cover the answers with your hands. When time is up we will stand up hands up and pair up
S= Success is 70 percent correct.

39. A Physical and Chemical Changes Check
Your friend decides to toast a piece of bread, but leaves it in the toaster too long. The bread is black and the kitchen is full of smoke. What evidence can you provide that it is either a chemical or physical change?
Chemical change has occurred because the toast is black. It is unable to return to it’s original state. Further evidence is the smoke produced filling the kitchen.

40. Jeopardy Challenges
C= 0 during teacher debrief with group (only conversation with group)
H= group
A= Review
M= none
P= Looks like group passing board around for each other. Each member will answer question and group can share and correct. Rotate board when you hear the bell.
Check for success.

41. Part B Handout Physical and Chemical and Changes (backside)
(#1) Key phrases to use: No change or Change in substance. (2) Color change due to reason, (3) temperature change or (4)gas given off
#2 Chemical Key words color change black and smoke visible
#3 Chemical Key words reddish brown tarnish
#4 Physical Key words no change, hair is drying
#5 Chemical Key words reacts baking powder, produces gas
Examples

42. Part B Handout Physical and Chemical and Changes (backside)
#6 Chemical, tarnish, black spots
#7 Physical no change just coiled
# 8 Physical food color dissolves, no change
#9 Physical – break down to small pieces, then chemical starches into sugar new substance.
#10 Chemical- explode giving heat and light off

43. Check for understanding

44. Quiz Jeopardy question Module quiz 3 1-5 Yellow
C=0
H=none
A= Check for understanding
M=none
P= Looks like students answering assigned number of question. Make sure you cover the answers with your hands. When time is up raise you hand and teacher will collect the slip.
S= Success is 70 percent correct.

45. Challenge! What are the tools used for?
Measure Mass (g)
Measure weight (N)
Bunsen burner (heating)
Thermometer (Celsius)

46. Physical Science Mass and Weight Worksheet
Define Mass –
Amount of matter in an object
Define Weight
Weight is the amount of gravitational pull on an object

47. Describe what will happen (if anything) to mass and weight when you go to the moon.
Mass will remain the same and weight will change.
Why would this happen?
Because the moon is smaller than Earth then it has less gravity which will result in less weight. Matter will never change on the moon because it’s based on matter

48. Find the weight of a 60 kg astronaut on earth.
Weight (W) = Mass (m) x gravity (g) W = mg Mass is measured in kilograms (kg) Gravity on earth is a constant: 9.8 m/s2 Weight is measured in Newton’s (1 N = 1 kg  m/s2 )
Answer:
60 kg x 9.8 ms/s squared = 588 N

49. a. Find the weight of the same object on a planet where the gravitational attraction has been reduced to 1/10 of the earth’s pull. Show all work.
9.8 x 1/10 = .98
60 Kg x .98 m/s2= 58.8

50. B SC.6.E.7.6

51. Objectives SC.8.N.1.1
Today I will identify key terms with experimental procedures.
So that I can match the term with the scientific step. (2) plan scientific investigations of various types
I know I have it when I have completed matching the scientific steps and identified the hypothesis and formulated steps of an experiment.

52. Brain Pop Worksheet C= 2 H= ask 3 before me
A= Identifying steps in the scientific method
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

53. 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

54. 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

55. 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.

56. 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.

57. 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.

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

59. A

60. September 18th (It Counts) Post
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 (Don’t write on desk 0 for table)
S= 70 percent or higher

61. Bell Work September 19th
C=0
H=0
M=none
Convection is one way in which energy is transferred in the form of heat throughout Earth’s atmosphere. Which statement is the best example of energy transfer by convection?
A. energy transfer from lower levels of the atmosphere to higher levels of the atmosphere
B. energy transfer from the surface of soil to the air molecules in contact with the soil
C. energy transfer from the water in the oceans to the sand on beaches
D. energy transfer from the sun to Earth

62. A

63. Objectives SC.8.P.8.2 and 3 Reading LAFS.68.RST.2.4
Today I take notes on measuring matter assess on brain pop and identify the correct units with matter as I popcorn read.
So that I can define related terms that deal with matter (1) identify units and instruments used in matter.
I know I have it when I have matched the term correctly with the unit. I have popcorn read in my group and passed my exit slip with a 100 percent.

64. 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. (Don’t write on desk 0 for table)
S= 70 percent

65. The Missing Link of Matter 196-200
Name
Date
Period
Page 18
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/N
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

66. Name
Date
Period
Page 17
Brain Pop Measuring Matter
C=0 during video
H= ask 3 before me
A= Quick notes challenge
M= none
P= Looks likes student creating as many notes as they can about the video. Once the video is done, students will challenge other students with a question from their notes and see if they can answer it at their table. (2) Brain Pop challenge # your paper they way it’s labeled on the board. Try matching or connecting the concepts. (Don’t write on desk 0 for group)
Check For Success

67. Exit Quiz Term unit 1 Mass 2 Weight 3 Density 4 Volume G (grams)
N (Newton)
D=m/v
ml , cubic centimeter cm3

68. Both are usually caused by freezing water.
Bell Work September 20th
C=0
H=0
M=none
Weathering and erosion both act on the surface of Earth. In what way is weathering similar to erosion?
Both are usually caused by freezing water.
Neither changes Earth's surface quickly.          
They both move materials long distances.
Wind and water are agents of both.

69. D

70. Objectives SC.8.P.8.2 and 3 Reading LAFS.68.RST.2.4
Today I make observations and take notes on a study jam about matter.
So that I can define related terms that deal with matter (1) identify units and instruments used in matter. Explain properties that involve matter.
I know I have when I have completed my notes with 4 details and created 4 questions. I have shared with a partner what I learned. I can answer 70 percent of the question using cards up.

71. 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 4 notes and 4 questions. (After video debrief with your group and share your information. Place a check if you had a similar answer. (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

72. 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?

73. Assessment: Cards up C=0 H=none A= Review M=none
P=Looks likes students waiting for question to be read and holding up the card that represent the answer. Keep track of your score.
S=Check for success

74. 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.

75. 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

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

77. 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

78. 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

79. 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

80. 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?

81. 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.

82. A

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

84. 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

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

86. 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

87. 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.