Jan 31 - 7th grade

Students were told how to complete their Superhero Genetics Outline in order to type tomorrow in the computer lab.

Students then worked on their Quiz over genetics.

any time that was left was spent on the Superhero Genetics Project. The Outline is due tomorrow and the poster will be due on Monday.

Jan 31st - 8th

Students and I discussed the location of the Himalayan mountains on their map. I helped them place these mountains on their maps.

Students then worked on a short reading section about the lithosphere and asthenosphere. Students then completed a quiz on nearpod using the reading.

The rest of the class was used to complete the mapping activity and work on the questions. We will go over the questions on thursday.

Jan 30 - 7th grade

Students received their rubric (pink) for the Superhero Genetics project and we went over it.

We discussed examples for determining gender, what to do if all the predicted outcomes are the same, and what to do if a coin flip does not give a possible outcome.

Students began working on their project. Projects are due Monday Feb 5th.

Jan 30 - 8th grade

Students turned in the layers of the Earth foldable worksheet.

Students and I discussed some final labels to their foldable, including lithosphere and asthenosphere.

Students then began working on their plate mapping activity. They were to complete at least the volcano maps by class tomorrow.

Jan 29th - 7th grade

Students checked their grades and wrote them down.

Students also put in their planner pages that we will have a quiz on Wednesday over pages 58 - 65.

We then reviewed the concepts that were covered last week using a nearpod and students began their Superhero Genetics projects.

Jan 29th - 8th grade

Students checked their grades for all classes.

Students were put into groups to work on the worksheet that goes along with the foldable they made for layers of the Earth. The worksheet is due tomorrow.

We had a 10 minute discussion about trends that can be identified as we move from the crust toward the center of the Earth (density, pressure, temperature). We also added in fractions of the Earth that are made up by each layer.

Jan 26th - 7th grade

Students were given back their quizzes from earlier this week.

We discussed the correct answers to the video sheet from yesterday.

Students then worked on the Monster Factory assignment with a partner.

Monster drawings are due monday.

Jan 26 - 8th grade

Students used today to work on their layers of the Earth foldable. The foldable is due on monday.

Students also turned in their notebooks for the notebook check.

Jan 25 - 7th grade

Students made sure they had page 62-65 in their notebook.

We then discussed the Brain work question from yesterday about the relationship between Tom and his Great Grandparents.

Students then watched a video. The video is Monohybrid crosses

Jan 25th - 8th grade

We discussed Convection and convection currents

Students then began working on their Layers of the Earth model.

Reading section for the Layers of the Earth model

Notebook check is due by friday.

Jan 24 - 7th grade

Students and I went over the correct answers to the lab questions from yesterday.

Students then checked the correct answers from their practice problems.

Students then took a quiz over Punnett Squares. When they were finished, they worked on the nearpod assignment. The codes from today are:

The brain work question from the nearpod is the homework for tomorrow.

Jan 24- 8th

Students and I discussed the answers to the review and brain work questions on page 67.

We then discussed the following simulation.

Students then worked on the convection notebook page using the following reading.

Convection reading

Notebook check is due by friday.

Jan 23- 7th grade

Students worked on the bean probability lab.

Homework for tomorrow: 1) finish lab questions 2) complete practice sheet 3) quiz tomorrow on notebook page 56-61

Jan 23 - 8th

Students took a quiz on factors supporting Wegeners idea of continental drift.

We then discussed the evidence supporting seafloor spreading taking place.

Students finished up by looking at what happens at plate boundaries away from mid ocean ridges.

Page 66 is due tomorrow.

Jan 22 - 7th grade

Students copied down grades for all classes.

We went over Danville genetics as a class.

Students did notebook page on the terms heterozygous and homozygous. We discussed how the difference in these terms can be identified by their prefix.

Students were asked to read the lab handout for tomorrow's probability lab for homework.

Jan 22 - 8th grade

Students checked grades

Discussed ridges for notebook page

worked on seafloor spreading model and did readings about evidence of seafloor spreading.

Reading 1

Reading 2

Jan 18 - 8th grage

We had a class discussion to clear up troubles from yesterday's nearpod assignment and started a discussion on seafloor spreading.

Students then worked on the R.A.C.E. question on Wegener. Students also were given the page for next weeks notebook check in order to start getting notebooks organized.

Jan 18 - 7th grade

Students used the nearpod app to learn about probability. During the lesson, they completed a notebook page, read a section, did a practice worksheet and were assigned homework.

Here are the nearpod codes. Each class had a different code:

8th

7th

6th 

Homework for tomorrow is the candy probability sheet and the Science Bill of Rights.

Jan 18th - 8th

Students worked on a Nearpod to begin Seafloor spreading and to complete the ideas Continental Drift.

Pins are 1st hour

2nd hour

3rd hour

Jan 17th - 7th grade

Students checked their grades in all classes.

We discussed what we had learned on friday (mendel's genetics).

The class then had a discussion what Mendel concluded from his experiments.

For homework (due friday), students need to work on their Science Bill of Rights.

Jan 17th - 8th grade

Students and I discussed the answers to the foldable on Wegener and his sources of evidence.

Students then worked on their continental drift activity.

Use the following simulation to check your continents before you glue (1. Use puffin, 2. click play, 3. Use the back button on the simulation to move the continents from their current location.)

simulation

Homework for was to finish the continental drift activity and read the page on seafloor spreading.

Jan 12th 7th grade

Students listened to a lecture on how Mendel discovered the transfer of traits through pea plants.

Students then worked on "Being Gregor Mendel"

.

Jan 12th - 8th grade

We discussed the answers to the Wegener reading questions.

Students then worked to finish their foldable and/or began working on the continental drift activity.

Jan 11th - 8th grade

Students found out who the Week of Wonder winners were based on their votes.

 Students then worked to answer questions about the struggle Alfred Wegener faced when proposing continental drift. If they completed that, they worked on the foldable about the evidence supporting Wegener.

Jan 10th - 7th grade

Students worked to answer questions about the trait inventory assignment.

Students were assigned vocabulary words (5) and told to use hand out to define words.

After working on vocab, students were asked to read the handout to prepare for future discussion.

Jan 10th - 8th grade

Students voted on winners for the Week of Wonder presentations.

Students took pre-test on plate tectonics.

Jan 9th - 7th grade

Students wrote down their grades.

We then discussed what students thought caused the differences in traits between people.

Students were then put into groups and worked on posters (graphs) to show the results of each trait.

Students were asked to complete the question sheet before they come back to class tomorrow.

Jan 9 - 8th grade

Students wrote down their grades (yup, after 1 day).

We worked on presentations for Week of Wonder projects.

Dec 5th - 7th grade

Students checked grades.

We then gave out new gradesheets.

We then began talking about genetics by looking at a nearpod on albino organisms and doing the trait inventory activity.

Jan 5th - 8th grade

Students turned in and received gradesheets, minor sheets, and planner pages.

We then began presenting Week of Wonder projects.