Hi there, today students continued their research projects on the NC River Basins. Part 1A of the project was due last Friday for A day students and Monday 10-1-18 for Bday students. Most students have started part 2 of the project and I will post this next week. It can also be found in Google Classroom.
Month: September 2018
9/25/18 and 9/26/18 NC RIVER BASINS PROJECT
EQ: How do we as humans impact the river basins we live in?
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Identify Local river basins and water availability
Today and yesterday were pretty crazy in that I had to distribute Chromebooks, check to make sure the students marked any damages and that they reported any problems. We started class today with our logging into our accounts for Google. We then used Padlet to answer our EQ from last class as a quick assessment from previous lessons. I got all students joined to Padlet as well. We then logged into Google Classroom and the students joined my classes with their class code. We did this together as a class and it took a great deal of time walking students through the steps.
Parents, if your child still does not have an AUP on file, please get this in ASAP as every child needs a computer, and it is the expectation in WCS as we are a 1:1 district. This not only facilitates their learning, but I have several ways I use their Chromebooks to help struggling readers, my students whom English is not their first language, and those students who work at a slower or faster pace whichever the case may be to help make their learning as individualized as I can to meet their learning needs.
If they do not have a Chromebook currently, I will need them to log onto the sites specified above and join these apps as soon as they get them. I do not have the class time to repeat today’s lesson on accessing these apps. I am sorry but students have had over four weeks to get the AUPS into their homeroom teachers or Mrs. Morgan.
Below is a list of the codes for Google Classroom. Please make sure your child knows what block number they have me and whether they are A or Bday students for Science.
We began our lesson after all the formalities with technology by answering our EQ for today’s lesson. Students were given the assignment for their NC River Basin Group Projects. I assigned the students to their groups, and we discussed the expectations of working in a group and the roles that each person will play in the group. No student will be allowed to just sit and not contribute to the success of the group.
In the past, this project has been two weeks long, I saw the students every day, and it was an individual assignment in which students worked at their own pace daily. I have altered the assignment to accommodate the A/B day schedule and to allow for collaboration among peers to help this assignment go as smoothly and quickly as it can, without compromising the students learning.
The assignment was posted to the student’s Google Classroom and for now, I will not post it here because I do not want my Bday students trying to complete the assignments ahead of time without their groups and without my clear concise instructions. I want it to be done a specific way and thus, I will update this tomorrow after I see my Bday students.
UPDATE: 9/26/18
- Answer the Following questions in assigned groups of four or five to complete questions in complete sentences based on the reading. Check the AM I Really Done Anchor Chart in my room before saying you are done! Each student must record by hand the work in their INB PG 17 in complete sentences or the groups “Data Manager” should share the Google Doc with each group member if the data manager chooses to print a copy for their group members since we now have Chromebooks, I will accept that as well on pg 17 INB. No one should have a blank pg 17 whether you have to record by hand or not. Data Manager must ensure all group members have their first and last name, their group role in the group, date, and block number on the shared document.
- What is a river basin?
- What determines the health of the aquatic ecosystem?
- How many river basins in N.C.?
- What river basin do you live in?
- How big is our river basin?.
- What are the nine components of your ecological address?
7. How is pollution classified?
- What is a vegetative buffer?
- Name four programs that are making a difference in N.C.
- Why are some of the river basin boundaries different now?
- What can you do to help maintain healthy water?
- What “crisis” made us take a closer look at N.C. rivers?
- What is carried in water?
- What is the difference between wetland and groundwater?
- How can streams be physically manipulated?
- What led to the government getting involved in the treatment of water?
Students had about a full hour today in each class to work on these even in spite of all the technology things we had to address as well as our group assignments and role descriptions. Everyone has a job to do and will participate. Those without Chromebooks had a paper copy of the book we are using to do research but they are not to be taken out of the classroom. The electronic version can be found in their GC and below.
All students are expected to read the booklet and part 1 of the assignment is due no later than 8:30 am on Friday regardless of whether they have me on Friday or not. I will not take this late. Pop quizzes in my class are fair game so I can ensure students are keeping up with their work on a consistent basis.
Discover NC Water Basin Booklet
Parents you may join your child’s GC to see their late or missing assignments by joining either on your phone or computer as a parent or guardian. This will allow you to receive updates on things your child has not completed as well as see their work.
9/21/18 Aday 9/24/18 Bday Surface and Ground Water
EQ: Why is groundwater so important?
Learning Goals:
- Differentiate between groundwater and surface water
- Evaluate the availability of water locally due to variations of geography and usage
- Describe the interconnection between River Basins and Watersheds
We began our lesson with students trying to answer the EQ based on what they learned last class. We did a quick formative assessment to see if the kids understood the difference between salt and fresh water using our vocabulary for bodies of water. Students were asked to stand or sit based on whether they felt a body of water was fresh versus salty.
We watched the following video on Discovery Ed.
http://app.discoveryeducation.com/player/view/assetGuid/D1580F27-C4AB-4CF6-8F59-D4FCF657C6A1
Afterward we
- took notes in our interactive notebook pg 15 Surface water versus groundwater
- Completed graphic organizer on surface and groundwater sources INB Pg 16 with their elbow partners. Students had class time to finish.
Example of Pg 16 below:
9/19/18 and 9/20/18
EQ: Why is groundwater so important?
Learning Goals:
- Differentiate between groundwater and surface water
- Evaluate the availability of water locally due to variations of geography and usage
- Describe the interconnection between River Basins and Watersheds
We began our lesson today with our EQ and students had to critically think about why groundwater is so fundamentally important in our lives. We watched the videos above and reviewed the learning from our last class on the distribution of water. Students did well overall. They created an anchor chart to activate prior knowledge.
I opened the lesson with a Prezi presentation on the interconnections between watersheds and river basins.
Ms. Le’s Prezi on the Hydrosphere
We read our weekly article using the jigsaw strategy and every student in each group had to present something to the class that they learned about the paragraphs they were assigned to read.
The article was attached to page 13 as it was our input assignment. The critical thinking questions were to be answered in their groups in complete sentences on pg 14. Don’t forget color of some kind on pg 14. Gel pens work for writing questions. The article link is below.
Students answered their EQ as their exit ticket for the day.
I am very sorry I haven’t posted lately but I haven’t felt well for about a week have been very sick and have not felt like doing much when I get home but resting. We missed several days due to the hurricane and I am plowing ahead to get us caught up before our benchmarks; this is no easy task when I only see my students every other day. Parents, please send your child to school unless they are running a fever and truly sick. They are missing quite a bit each day they are out.
Have a good weekend!
9/10/2018 Bday Hydrosphere
We are all anxious as this storm approaches our coast. Please make sure you check the website and our social media accounts to see what the school’s latest status is as far as inclement weather and closings. Those who had me in 7th grade, hopefully, will remember that hurricanes are “LOW pressure, LOSER storm systems” that spin counter clockwise. These storms usually produce significant rain and massive flooding. Guys please be safe and stay indoors.
Today, we began our lesson on the Hydrosphere. The vocabulary was assigned for Bday students and flash cards will be due Wednesday at the start of class. Also, students should have pgs 7 and 8 complete at that time as well. Aday Students were given the opportunity in class to start the vocabulary last Friday but for A day students, Vocab and pgs 7 and 8 will be due Thursday start of class. Those who missed my Test Friday, tomorrow 9/11/2018 will be the last day to make this up and it will only be done during homeroom time, that means from 8-8:30. I will not allow class time to make up missed tests.
Flashcards Vocab Week 1 Hydrosphere
Polarity: refers to the attracted ends of water molecules positive ends to negative ends (opposites attract)
Cohesion water attracted to other water molecules
Adhesion water attracted to other surfaces
Hydrosphere: All the water on earth
Groundwater water found underground
Solvent the substance in a solution, that does the dissolving
Icecaps and Glaciers a mass of ice or snow that is frozen that passes slowly over the surface of the Earth
Watersheds/Riverbend: An area of land that drains into a stream, river, and lake or another body of water
Aquifer/ well: An aquifer is rock that stores water underground and is a water source as people drill into aquifers to make a well used to pump water to the surface
Impermeable: water can not pass through
Permeable: Water can pass through
Tributary: Stream that flows into another stream or larger body of water
Example of flashcards
Students did a brainstorming assignment on all the places where water is found on Earth to use their prior knowledge. You can see the Bday students work below.
EQ: How is water distributed on Earth?
Learning Goals:
- Water on earth is important to all living things
- The structure of the hydrosphere and distribution of water on Earth are as follows 97% of all water is salt water found in oceans, 3% is freshwater, of that 3% that is freshwater:
- Most freshwater about 77% is frozen in glaciers and ice caps
- – Freshwater is found in the atmosphere as clouds, gas, and precipitation
- – Freshwater is found in lakes, rivers, and streams on Earth’s surface
- – Freshwater is found below Earth’s surface as groundwater
- – Humans can only consume freshwater.
- We get most of our drinking water from groundwater.
- Water is the only substance on Earth that occurs naturally as a solid, a liquid, and a gas.
We began by watching a few videos to help better understand what we would be learning.
- Water is the only substance on Earth that is naturally found as a:
- 1. Solid (ice makes up glaciers and the polar ice caps)
- 2. Liquid (liquid water is found in oceans, lakes and rivers)
- 3. Gas (water vapor is found in the atmosphere)
Water is the most vital and needed substance on Earth for 3 reasons:
- Living things, including animals and plants, need water to survive
- Water provides a habitat for many organisms to live in
- Water helps to maintain Earth’s temperature and climate so that living things can survive on the planet.
I explained the distribution of water using the following Earth’s Water Distribution powerpoint, students followed along and completed their guided notes. We discussed as a class the importance of understanding the distribution of water on Earth and students began their assignment below.
INB Pg _9__ Ms. Le’s guided notes Intro to Hydrosphere
INB PG __10__ Illustrate the distribution of Water on Earth using a pie chart, don’t forget to break down the freshwater available as well. See the example below.
Exit ticket: Answer the EQ making sure to explain the distribution of both fresh and salt water. Where are they each found? Be sure to explain the significance or importance of their physical state and other properties.
9/6/18 and 9/7/18 Assessment
Both Bday students and A day students finished up the Scientific Method and Lab safety Thursday and Friday respectively.
Students completed an assignment in their INBs on Page 7 Lab tools guided Vocabulary and on pg 8 on tools used in the lab visual representation Lab tools and we will begin the Hydrosphere unit next week. Those who missed my announced test who have an excused absence will need to schedule a time during homeroom to make this up according to the attendance policy for WCS. Class time will not be used for makeups.
9/5/18 Aday Lab Safety
See post for 9/4/18!
Tuesday 9/4/2018 Bday Lab Safety
Essential Question: Why is it important to follow all safety rules in the lab?
Learning Goals:
- Understand the Scientific method through informational text.
- Understand the importance of Lab safety and demonstrate understanding.
Text Tuesday Reasoning in Science
We read this together as a class and discussed the article whole group, students will place the article on INB PG 3 for now.
Students will then answer the open-ended questions from the article with their elbow partner next class on PG 4 in their INB. These need to be done in complete sentences using correct grammar and punctuation. Due by Thursday Bday students.
***Some students still do not have their supplies to complete their assignments. We have begun our Science INBS and I will not be slowing down from this point forward. Please do not get behind. Many students came to class today without their vocabulary flashcards, this is unacceptable as they had five days to complete.***
Just A Reminder: I DO NOT TAKE LATE WORK.
We went over the safety rules and expectations for the lab using the following PPT.
Students were to copy the rules in their INBS on Pg 5 and they read and completed the Sponge Bob Safety Challenge graphic organizer with their elbow partners. This went on page 6.
See the anchor chart below to update your table of contents page. The pages listed below should be complete by Friday 9/7/18 for A day Students and Thursday 8/6/18 by end of class for Bday students. Aday students DO NOT TRY TO GET AHEAD OF THE LESSON, it will only end with more work for you tomorrow.
Exit Ticket: Student’s had to answer today’s EQ shown above on their own paper and they submitted to me before they left.
Have a great night, I am exhausted guys see you, next class!
Toisnot Middle School Grade 8 Science 