Just because I am not in the classroom, does not mean that my expectations no longer stand. If your name is written down in the sub report for being loud, off task, disruptive, disrespectful or not following READY expectations, you will serve a 30 minute lunch detention on Wednesday. You guys always show me you are PHENOMENAL, please don’t disappoint me, let’s keep it positive!Objective:
MS-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. MS-ESS2-4. Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity. Today's Agenda:
Objective:
MS-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Direct Instruction Station: 1. Bill Nye: Phases of Matter
EXTRA TIME? Pick up a "Funky Fruit" worksheet from the front. Ask Ms. Boyd if you have any questions! Objective:
Standard: MS-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Direct Instruction Station:
Objective:
Standard: MS-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. MS-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Direct Instruction Station:
Independent Station:
Objective:
Standard: MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Direct Instruction Station:
Independent Station: Using THIS TRACKER, go through and make sure that you have completed ALL of the recent assignments from last grading period for both math and science. Make a copy of the document, save it as "FirstNameLastName Assignment Tracker" and share it with Ms. Boyd
NO FAIL FRIDAY!Objective:
Standard: MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Direct Instruction Station:
Independent Station: Finish any and ALL work for both MATH and SCIENCE
Objective: Scholars will show they are college READY by understanding heredity and genetics and how traits are passed from parent to offspring. SWBAT also show that they are college READY by working on and completing their math quiz.
Standard: MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Direct Instruction Station:
First 30 minutes:
Objective: Scholars will show they are college READY by understanding heredity and genetics and how traits are passed from parent to offspring. SWBAT also show that they are college READY by working on and completing their math quiz.
Standard: MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Direct Instruction Station:
Objective: Scholars will show they are college READY by understanding heredity and genetics and how traits are passed from parent to offspring.
Standard: MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Direct Instruction Station:
Student Work Packet HERE
Objective: SWBAT define and explain the relationship between two variables in a real-world problem. Standard: 6.EE.9--Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. CFS:
Today's Agenda:
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