Files - click the link to download the work |
We are closing 3rd quarter grades on April 24th. If you are missing anything from our time before March 13th, you can use time now to make it up and improve your report card. If you don't have the assignment, reach out to your teacher for an alternative assignment. |
4/8/20:Phase 2 district packet - 7th grade all subjects
3/23: District "packet" for 7th science(this is 55 pages of cells/protists). The Phase 2 packet has this and a little more science about body systems. Quarter 3 Metric Mania WS Speed Machines WS Speed, Time, and Distance WS Length Lab Metric Conversion/Distance, speed, time WS Intro to Forces notes WS Net Force Practice Problems Phil and Christy's graph WS Graph Story match Quarter 2 Cell City Grid Cell Organelle packet Cell Coloring pages Protist Chart (webquest) Protist WS Mitosis notes Bikini Bottom Genetics (front) Bikini Bottom Genetics (back) Bikini Bottom 2 - more practice Snowman Genetics Bikini Bottom Codominance vs. Incomplete dominance SpongeBob: Blood/Sex-linked Snowman Lab Studying Pedigrees QUARTER 1 Garris Rules Student Release Form Students Release Form (Spanish) Name Tent Word dissection Digestive Notes Excretory Notes Circulatory Notes - with heart Respiratory Notes BrainPop - digestive quiz BrainPop - urinary/excretory quiz BrainPop - circulatory quiz BrainPop - respiratory quiz BrainPop - nervous quiz Nervous/Endocrine Notes BrainPop - Endocrine quiz Musculoskeletal Notes Reproductive Notes |
Tuesday (4-21-2020):
We will have class/office hours from 11:00am til 12 noon. Feel free to join us if you have questions about Google classroom assignments, the packet, or just want to see updates from last week's demonstrations. The zoom meeting code is in your Google classroom - and sent through Remind. Monday (4-20-2020): No classes or office hours today. Believe me, teachers are busy in meetings. Classes/office hours will be Tuesday through Friday at given times. Typically, Math is 9-10am, ELA from 10-11am, and either Sci (T/Th) or SS (W/F) from 11-12:00pm. Look for your zoom meeting times/codes in your Google classroom for each subject. We also have class/office hours for Healthful living, Art, CTE, and Music. Don't forget that all subjects help make a well-rounded person! Saturday (4-18-2020): I just wanted to update a little. There are a few "deadlines" within Google classroom that have expired. I am not grading these for the grade book, but I am trying to provide reflection and feedback. If you are not able to get to the assignments, let me know - and continue to work on the packet. If you are able to get to the assignments, then I should see progress. We cannot just skip out on learning - that's not progress and it certainly doesn't set you up for success in 8th grade. Now, maybe we don't have to do 8 hours of school a day - but note that your teachers aren't really assigning 8 hours of work! Expectations for this week - You should be working through the last half of the pages dealing with cells in your packet. If you are not a "packet person" - meaning it really doesn't hold your interest, then I'd suggest you do a little of the packet and then switch it up by doing some of the Google classroom work. I'm trying hard to include articles to read, videos to watch, interactive games/activities, and so forth. **Do you have any and all make up work done? That should be first priority!** Thursday (4-16-20): Hey, anybody want to volunteer to take on a science experiment? You can choose one (from many examples I've provided) and practice at home, then do the experiment/demo for us during a Zoom meeting. Choose wisely - and remember to pick something that you have the ingredients/materials to do (do NOT ask your parents to go buy stuff and do NOT waste precious supplies that you have in short supply). Be clear to ask your parents permission and supervision - especially with fire or bleach. I will ask for your parents to show up on Zoom to clarify they are in agreement and supervising!! Check out the links and videos that I've provided below and find one that interests you. Let me know which you've chosen and when you would like to share. I'll expect you to rehearse beforehand (so you know what to expect), understand the science happening (even if you have to do a little research), and be able to answer questions after your demonstration. I'll be sure to have some demonstrations, too, so tell me which you are doing so I don't repeat. Idea list: This is a cute video, but they don't explain much - not even some of the ingredients needed. Let me know if you want to do any of these and I THINK I can explain the ingredients as well as what is happening. https://youtu.be/McVpXiSttnU I like this video (and the narrator's accent). He explains a bit as he goes and the stuff needed is fairly simple. Careful - I do not recommend experiments with fire or bleach unless you have CLEAR parent permission and REAL parent supervision. youtu.be/UMcWCOOyTAg These two sites are VERY good: https://sciencebob.com/category/experiments/ https://mommypoppins.com/kids/50-easy-science-experiments-for-kids-fun-educational-activities-using-household-stuff Tuesday (4-14-2020): Science will be doing virtual lessons/office hours every other day - so Tuesday and Thursday of this week. Yesterday was a holiday and Friday Mrs.Kidwell didn't feel well - so you've had some "time off" - which is odd to say in this quarantine. Today I will be on Zoom at 11-12pm. Please feel free to "stop in" and say hello. I'm not doing any specific lessons, but checking through the last assignments. Students were asked to download Kami (to help annotate on pdf files - I'm not sure how Apple folks will do this, yet), look over and annotate on the "norms" of Zoom meeting etiquette, and log into Study Island (username and password is PowerSchool number). I have posted new cell assignments on Google classroom and have posted the "packet" in digital form here as well as in Google classroom. Monday (4-13-2020): Holiday for Easter Thursday (4-10-2020): Students were welcome to "stop in" and say hello during a Zoom meeting from 11-12:30. We talked about the three expectations that I have for this first week. I want students to download Kami (although it seems more troublesome for Apple folks - so they can use something else), look over the "norms" and annotate using Kami, and then go to Study Island and check it out (practice assignment). The Kami app is meant to allow students to "write" (mark digitally) onto a pdf - which would normally limit editions. The ability to annotate will allow them to use the digital copy of the packet, mark answers, and digitally submit their work for review. I'm not really sure if it will work, but I'm trying to see what we can do to be helpful. The "norms" are the expectations of how to interact during our Zoom meetings. We need to value our time and use it wisely so side-bar conversations and such need to be limited. Just as you would really hope that your teacher doesn't join the meeting while still in bed with pajamas or picking her nose, nor should the students - and yes, we've seen some weirdness. The last part is Study Island. It's a program (free through DPS) that allows teachers to assign review of topics, but will also provide an option for students to work more independently by choosing the "NC Programs" link to the side. Although the district packet is good and well-meaning, if you are digitally available, then Study Island may be a bit easier way to review lessons. The work/time is tracked and will be reported to my teacher "dashboard." Remember, if you are missing work, you may fill in any zeroes from the end of January through March 13th - but you must do the work and turn it in by April 24th. If you aren't sure what the assignment is or don't have it at home, ask your teacher for an alternative assignment. We can be flexible and this is the type of thing that Study Island could really help with. Stay safe, wash your hands often, and stay at home as much as you can. Wednesday (4-8-2020): DPS has begun Phase 2 of our distance learning plan. Schools are trying to mail hard copies of the Phase 2 packet to students who wish to have a paper copy - or may not have digital access. If you have digital access, please find the link to the left. I will also post smaller sections (science only) of the packet within my Google classroom so that students can mark on it and return a digital copy. Carrington teachers are trying to provide lessons and office hours each day. Math from 9-10, ELA from 10-11, and either science or social studies (alternating days) from 11-12:30. Assuming a brief break for lunch, the electives will pick up some afternoon times - like 1-2 or 2-3pm. If you are not able to attend Zoom meetings, do not fret. These are optional and you are welcome to reach out to your teachers via email at anytime for support. I will have lessons and office hours from 11-12:30 tomorrow. I've already sent out my zoom meeting code through remind. Since Monday is our Easter holiday, we will have social studies today (Wed) and Friday, science tomorrow (Thurs) and next Tuesday. Please continue to look for enrichment activities in Google classroom. I highly recommend MobyMax and/or Study Island for more independent computer-based work. Saturday (4-4-2020): Today is Saturday, but the teachers will be reaching out all weekend to try to get information to better serve your needs. We are establishing Google voice phone numbers to be more accessible. We are trying to establish "office hours" - so that we can be available to teach a brief lesson and/or answer questions about your work. The hope is that we will have math from 9-10am on weekday mornings (but it may be only 3 or 4 days a week). ELA will take the 10-11am time slot and science/social studies will share an 11-12:30 time slot on alternating days. Now, we need to remind folks to be polite and courteous during zoom meetings. The meet up is about academics so we need to keep socializing to a minimum. You are expected to show your face and mute your microphone. Please use YOUR name - and although a nick-name is fine, it shouldn't be unrecognizable. Please don't sign on as "Grape Ape" and expect us to know that it's really Dylan. Just like within a classroom, the chatting should be kept to a minimum (it's precious time). You shouldn't be in bed or in the bathroom (that's not appropriate). And let's keep the drinking/eating to a minimum. You may be asked to join the meeting with a password/passcode. If that's the case, please don't share outside the group. Zoom meetings will be recorded - and you may have your mic muted for you, I'm sorry to say, if comments are inappropriate. It is also possible that a zoom meeting will be cancelled or terminated based on interruptions and that means that you lose out on friend time as well as learning/interacting with teachers. You might be asked to log in by a certain time or risk being "locked out," too - so keep an eye on the schedule. I really do miss you guys - so please let's make the best of this. Tuesday (3-31-2020): Students seemed to like the zoom meeting and wanted another. I am jumping onto the zoom meeting with ELA teachers today from 10:30-noon. You are welcome to join us. We are going to try to do this type of thing every week at the same time - and call it "office hours." It will hopefully allow students an opportunity to stop in and ask questions. We will still be checking email in case you have a pressing question that cannot wait until the next week, but this may offer a different type of contact. Today's code is 544-554-317. Wednesday (3-25-2020): Anybody interested in meeting up through Zoom? I think I'll set up a meeting for Thursday morning - maybe 10am? Anyone interested can come say hello or ask questions. I might even have few experiments/games for you! Our current unit (forces and motion) includes simple machines: inclined plane, screw, wedge, wheel and axle, lever, and pulleys. I wonder how we can see some of these in everyday life. Check out this cool video - and see if you can spot a simple machine...Honda Cog. Or this one that starts with "when life gives you lemons..." - can you guess how it ends? I was also able to find some great articles that (sort of) apply to the CoVid19 situation. They include topics like animals affecting human health, immunity, and flu. I have included these articles in our google classroom. You'll have to check into CommonLit, but it has great information. Remember, the term "coronavirus" is really a category or family of viruses and ONE member of that group is the flu virus. The CoVid-19 virus is a different virus than the flu, but similar enough to be in the same category or family. I really liked the short video we watched that explained the basics. If you want to show your family, here's the link. The WHO (World Health Organization) and the CDC (Center for Disease Control) are really good resources with trustworthy information. This video was created in January - so it hasn't been updated, but the information overall is still true. Tuesday (3-24-2020): Looking for more ways to learn and review - and maybe have some fun? Try this video link to see some great ways to visualize forces and motion - and maybe help entertain your younger siblings! **Remember there are assignments within my Google classroom, so sign in and check them out. I also put in reviews and lessons for all of my students in MobyMax. Sign in like you would at school - just like you did for math or ELA - and you should now have science review from our year.** Monday (3-23-2020): For those looking for supplemental science resources - NEVER FEAR!! I don't have much posted right now because I've just spent two hours trying to get back into my computer/email. However, I will post as soon as possible. Several of my students have been checking in through Google classroom (as I requested). That's awesome - and MobyMax has some science lessons for you, too - but remember, the work is supplemental. We are providing ways to keep your brain sharp, but we realize that this is a strange situation - so this is not mandatory. The district "packet" for 7th grade science is a review of the cells and protists - and it is based on our textbook. Students/parents can find that digitally here. The online version of the textbook should not be needed (most of the info is included in the packet), but it is available. Students should access their DPS account and find the dashboard. Many have done this before to access Powerschool. The dashboard includes many apps - one of which is McGraw-Hill. Our textbook was printed by McGraw-Hill so that app should connect you to the digital version of the textbook and work resources. Google classroom code for Garris: Sign into google classroom using your school account and then join my class with the codes listed below. Hornets 2nd = jmmdovj 3rd = siq5xb5 4th = jgj5ik6 Knights 2nd = vrkguds 3rd = oda35i2 4th = jj5x5se Classroom Remind code for Garris: Text to 81010 and send the message @garsci20 Wednesday (3-11-20): Hornet students were given an opportunity to see a video from the WHO - World Health Organization about the newest coronavirus - now named Covid 19. Please watch by clicking this link. We discussed the clarification of wrong/inaccurate information and the need to make logic based decisions - for health and safety. It was important to me that my students be told that it is not okay to make a "playground game" out of this virus. Many students have shared that a friend is avoiding him/her because he/she is "Chinese - and they all have coronavirus." Or that Mom won't eat Chinese food "because it will give her coronavirus." During our guest speaker yesterday, several students coughed or sneezed and were met with jeering comments like, "You've got coronavirus" or worse, "You ARE coronavirus." Please help us to promote safety and support - not ridicule. We recommend washing hands - with an active rubbing of soapy hands for at least 20 seconds. I gave each student a copy of "Forces and Motion Quiz" - to be used as a study guide for the test/quiz coming up. I explained that they could use a neighbor, textbook, or a friend to find the answer, but needed to be sure to know why. Tuesday (3-10-2020): We had a guest speaker sharing demonstrations about physics!!! We paired with Mrs.Kidwell's classes and went to the Black Box Theater. Mr.Leadbetter, from Duke, brought grad students who shared "tricks" to help explain Newton's laws, acceleration, and more. The students seemed to enjoy the "tricks" and I was impressed with how often they were able to correctly answer some of the questions and/or pose scientific thoughts applying what they were learning. Please ask your student what his/her favorite "trick" was - and make them explain how it relates to Newton's laws. **We will test tomorrow and Thursday!** Friday (3-6-2020) and Monday (3-9-2020): Students reviewed motion, forces, friction, and gravity. We debated over whether or not objects fall at the same rate. The eventual proof lead us to Galileo's conclusion that objects in free fall (which means they are only experiencing gravity - no air resistance) WILL fall at the same rate. This must conversely mean that objects experiencing air resistance will fall at different rates - but this is due to surface area and the friction created with the air...NOT based on the weight of the object. Students should be able to draw in the arrows showing forces on a "free body diagram" and were asked to finish five questions on a Force Practice Problems WS about free body diagrams. We will have a guest speaker tomorrow and a test on Wednesday and Thursday (March 11-12). Wednesday (3-4-2020) and Thursday (3-5-2020): We are reviewing a little and moving forward - into a sticky science situation! Friction!! Students will take notes on Friction (and the four types). We hope to even make it into Gravity - it's a very heavy topic. I tell students they will argue with me, each other, even themselves - but in the end, science will win! We are arguing over which object will fall faster/hit the ground first when dropped. Most believe it to be the larger object or the heavier object - so we talk through why. When they see a feather and a bowling ball drop at the same time, it's impressive! Monday (3-2-2020) and Tuesday (3-3-2020): I collect the Net Force Practice Problems (taking candy from a baby). I also collect the Phil/Christy graph page. We review our graphs and knowledge of forces before putting the scientific brain to work. Students are asked to drag an object across the desk with a spring scale. We are learning about spring scales and about how a Newton really feels (is it a big force or a little one?). If time allows, we will move from Force into Friction (with notes) and Gravity (WS). Friday (2-28-2020): Thanks to Ms.Hall - our 6th grade super scientist, we will have a guest speaker during our classes to help celebrate science. Mrs.Kidwell will be lucky enough to also have a scientist - so both Hornet and Knight teams will be able to hear from guest voices! Please encourage your scientist to have an open mind, best manners, and good questions. Thursday (2-27-2020): We will follow an Early Release Schedule - but just to make sure CLASSES end at 12:30. Buses will not roll until our normal 2:20. The extra two hours will allow us to have a Black History Month assembly - and it sounds AWESOME! 1A elective will be cancelled for the day. All other classes - including core classes - will be slightly shorter. With that in mind, I plan to have students use the time to catch up on anything they are missing - and then we will move forward into Forces. Wednesday (2-26-2020): The Hornet team had an opportunity to review their graph story match WS before turning it in. We collected their warm ups for Feb.5th-18th. They also turned in the Nature of Forces review (big grade). 4th period was given an extra night to finish their Nature of Forces review as they claimed the pages weren't passed out...or something hinky. I did not collect the Net Force Practice Problems, but will later. After going over the cut/paste graph story match page, we did another variation of graph interpretation called Phil's graph. Students were shown a graph and given several choices for statements that would best describe each leg or segment. On the back, students were asked to draw the line graph showing Christy's trip to the zoo - taking statements and making a graph. Monday (2-24-2020) and Tuesday (2-25-2020): Students had a substitute on Monday (Hornets' team). Both days were spent reviewing Forces (intro to forces notes were given last week)and reviewing graphing. Students were asked to fill in some review notes for a "big grade." They were then given an activity in which they cut out "stories" and had to match them to the appropriate graph. There were seven graphs in total. The final assignment was a re-visited assignment as they were asked to finish the Net Force Practice Problems WS last week...and this is simply another chance to be reminded to FINISH that worksheet. Thursday (2-20-2020) and Friday (2-21-2020): SNOW DAYS!! Durham Public Schools closed due to inclement weather. Make up times will be announced later. Tuesday (2-18-2020) and Wednesday (2-19-2020): Students had a substitute on Tuesday, but should have been able to fill in their motion graph foldable (red/white), take notes on Forces, and start practicing the Net Force Practice Problems. We did the same on Wednesday -though I asked 3rd and 4th to do 1-6 on the Net Force Practice Problems page (which is much less than they are capable of doing). Friday (2-14-2020) and Monday (2-17-2020): Students reviewed our metric conversions, turned in lab papers, took a quick quiz (8 problems), and created a foldable for graphs - to be filled in later. Wednesday (2-12-2020) and Thursday (2-13-2020): We will be finishing the four groups: Ms.Garris teaching graphs, independent metric conversion practice, applying formulas to speed word problems, and the measurement practice length lab. The Hornets will quiz when they return on Friday (Monday for Knights). We need to put in best efforts - to class, to study/review daily, to overall quality of work. Monday (2-10-2020) and Tuesday (2-11-2020): Although we are having to make up a little time, we can do this! Students were split into four groups to finish the length lab, practice metric conversion (since the quiz scores were bad), practice speed formulas with word problems, and introduce graphing. I will teach the graphing group while others work independently. Each "group/station" will have about 15 minutes of class time and then we will switch to working on the next group/station. Whatever work is not finished in class (from the two groups/stations that should be done in class today) will become homework. For example, if your table learned about graphing and worked on the length lab in class today, both of those activities should be completed before Wednesday. Friday (2-7-2020) - No School Due To Weather...Be safe! Thursday (2-6-2020) and Friday (2-7-2020): Students finished the length lab. Most was done in the last class (Tues/Wed), but certain items were in the classroom like "a stack of pennies" or specifically placed index cards. Students should be practicing measurement, units. **Thursday (2-6-2020): Although 2nd period was "normal" - the weather was inclement and the district decided to have an early release day. We hope that all students and their families will be able to get home safely in the rainy weather. Please be careful driving as areas may be flooded and, of course, be aware that the conditions are right for possible tornadoes. We practice going to an inner area, away from doors/windows/areas of weak structure, getting down low and covering the head. Please take this opportunity to talk with your family/student about the family's emergency plan. What should your student do when school gets out early? What if the student goes home to an empty house - how/where should they find shelter. Tuesday (2-4-2020) and Wednesday (2-5-2020): Students SHOULD have had the completed Speed Machines WS (front AND back). We worked on examples together in class, but I saw very few COMPLETED pages. I will collect these on Thursday/Friday. I collected the previous Warm Ups and gave a new page today. I will do the same for the Hornets on Wednesday. Our class lesson was meant to be about accurate measurement - to best provide quality data for measuring distance. However, several students seemed to really struggle to engage - so we were unable to do our lab and needed to process with a bit more guidance. Please use the PowerPoint to review - and COMPLETE the front page of the Length Lab WS. We worked in class to complete the information, but some were daydreaming or socializing and may find they now have questions. Friday (1-31-2020) and Monday (2-3-2020): Students reviewed the formulas learned (speed, distance, time) and practiced using the back side of the Speed Machines WS from Wednesday. We will move forward on Tuesday with our measurement lab. I expect the front AND back of the Speed Machines WS to be completed. I'm looking for a formula to prove you know what the question is asking for, the substitution of information into that formula and an answer with units. For example: s=d/t s=600 miles/ 3 hours s= 200 miles/hour The back of the Speed Machines WS is asking about time. How much time did it take to travel 60 miles at the speeds calculated on the front? So you would need to write out the formula for time. For example: t = d/s t=60 miles/ 200 mi/hr t=0.3hours Then multiply the time (in hours) by 60 to get the number of minutes. t=0.3 x 60 t=18.0 min. HW: Complete the Speed Machines WS (front should already be done, so now do the back) - Also finish the Speed, time, and distance WS (1-5 a and b) Wednesday (1-29-2020) and Thursday (1-30-2020): We reviewed the characteristics of motion (and how to describe it). We practiced conversions together before taking a quick quiz - and collecting both the quiz and the homework. The new lesson was about how distance and time are related. Speed is "the change in position (which is distance) over time." Mathematically, speed = distance / time. We then used the formula to help solve a few word problems. The extension is the creation of THE MAGIC TRIANGLE! Students can now draw out a triangle and properly place the speed formula to be able to re-arrange and learn the formula for time or distance. With this neat little trick, we can solve a wider variety of problems that may have different variables. Although the magic triangle is great, the classwork/homework was focused on just solving for speed. I asked all students to complete the FRONT of the Speed Machines WS that we started together in class. For each question, students should write the formula, show the substitution, calculate, and provide the answer with unit. Monday (1-27-2020) and Tuesday (1-28-2020): We have jumped into our 3rd quarter unit. We are studying forces, motion, and energy. Students were tasked with describing motion - and found it wasn't as easy as it seemed. Eventually we worked up to a list of characteristics. In order to best measure for things like distance, the metric system is used - especially in the global community. To best prepare for the global economy, though, we must practice. Students practiced metric conversions and then finished the Metric Mania worksheet (front and back) for homework. Those staying back on Swag-Brrr day, try these sites: http://www.physics4kids.com/files/motion_intro.html https://phet.colorado.edu/en/simulation/forces-and-motion-basics Based on the information on these sites, define the following terms: motion force direction time speed What can you do to change motion? How would an observer be able to determine a change in motion? (Hint: Saying "I saw it" is not a measurable observation. What can you measure that would show an actual change in motion?) Thursday (1/9) and Friday (1/10): Students reviewed - as we will have a genetics test on Wednesday, the 15th, and Thursday, the 16th. We then began learning about pedigrees. A pedigree is sometimes called a family tree, but in the scientific world we can use it to track a trait. You might track something simple like eye color - or something more dramatic like cancer. We used the "Studying Pedigrees" activity to learn how to make a pedigree and it should have been finished before coming to class. Today we used a QR scavenger hunt to find information about genetic disorders. The information comes directly from KidsHealth.org - so students at home can find information if they were unable to finish during class. **All make up work - and the SpongeBob Genetics: Blood type and Sex-linke traits and Snowman Lab - should be completed and turned in by Friday, Jan. 10th.** Tuesday (1-7-2020) and Wednesday (1-8-2020): The Hornet team reviewed - lots of vocabulary and sex-linked traits. We then moved into pedigrees. All were given a "Studying Pedigrees" worksheet. We went over the entire front portion in class and they should be able to finish the back (pages 3-4) on their own. I need all Hornets to turn in their SpongeBob Genetics: Blood Types and Sex-linked Traits worksheet (from before Winter Break) and their Snowman Lab...no later than Friday, Jan.10th. **All make up work is due by Jan.10th!** ***Genetics test will be Jan.15th!*** Monday (1-6-2020): Today is our first day back from Winter Break. We will be reviewing (with the Knights team). Please note that we have talked about our calendar since the beginning of December - and we are slated to test on Genetics on January 9th and 10th. I may try to delay the test, but will need to see how our benchmark testing schedule is going to run first. In class, the Knights reviewed - lots of vocabulary - and sex-linked traits. We then went back to our Snowman Lab and finished the worksheet and then made a visual using the templates provided in class. The original Snowman lab will be a homework assignment, but the visual addition will now be a project grade - due Wednesday. See the Snowman Lab in the links - if more info is needed. Friday (12-20-19): As this is the last day before our (much needed) winter break, we followed a slightly different schedule. We had clubs in the morning and then students went to electives. After electives, we spent about 1 hour in our homebase/homeroom doing a lesson related to the chess movie "Queen of Katwe." The ELA and SS classes read articles and watched videos - and discussed what life is like in Uganda and other African places. Math and Sci class worked on learning to play chess and even had a chance to play against a computer. We ate lunch in the classroom, but then had 12-2:04 to watch the movie. We sent them back to teams for dismissal. When we return to school on Jan.6, 2020, students will have a "B" day and I will be teaching the Knights. BOTH TEAMS WILL TEST IN SCIENCE ON JAN.9TH OR 10TH. If I am able to postpone until the following week, I might, but I'm planning for the 9th/10th deadline. Wednesday (12-18-19) and Thursday (12-19-19): Try this site for Punnett square practice - specifically about sex-linked traits using Punnett squares. You can also move forward to try Pedigrees (click "next problem" at the bottom). Today in class we are reviewing - but then moving forward to talk about multiple alleles (using blood as an example) and sex-linked traits. We are taking notes and doing some group practice, but the SpongeBob Genetics WS: Blood Types and Sex-linke Traits has the examples we are doing. I expect students to finish the FRONT of the worksheet in class - or as homework, if needed. We will do the back in class, after the winter break. Monday (12-16-19) and Tuesday (12-17-19): Although with our math teacher out, our class size was rather large - we were still covering the different types of inheritance patterns. The initial lessons about Mendel's genetics included "complete dominance" wherein there were only two options: dominant and recessive. Today we introduced the idea of both co-dominance (both allele options showing) and incomplete dominance (both show by blending). These patterns are more aligned with the genetics we see in humans. If one parent is tall and the other is short, Mendel found the dominant tall to win. However, in the same situation - but specifically humans, a tall partner may combine with a shorter partner and end up with offspring that is in between. Our lesson included Bikini Bottom Genetics- Codominance vs. Incomplete dominance. I collected warm ups and the Snowman Genetics project from last week. We took notes on each type of "rule". Students could then use class time to finish the Bikini Bottom Genetics - Codominance vs. Incomplete dominance (and/or work on the math worksheet from Damacus' absence). The Bikini Bottom page will be collected at the beginning of our next class (Wed/Thur). Thursday (12-12-19) and Friday (12-13-19): Students have now quizzed on the vocabulary (and the quizzes were graded and returned). I was not happy with the results. We've reviewed the vocabulary each day of class for the last two weeks. If students are not reviewing at home, however, the struggle to retain information is that much harder. Please encourage students to read through and explain, possibly re-write class notes, or simply discuss them with a parent or sibling. Having a more active involvement with the information will help in understanding and retention. Today we reviewed a bit and then "built a snowman" to practice genetic crosses. Students were allowed to partner with a buddy and each had a penny. The penny was flipped to determine what alleles each "parent" would offer. For heads, the parent was giving a dominant allele and recessive for tails. Based on the combination, students were then drawing the snowman. HW:Finish the Snowman WS - chart filled in, vocabulary written/defined, and make sure to draw out and color in the picture of your snowman. Remember, each student has his/her own paper - but you and your partner should have matching information. If you need help knowing what each trait "should" look like, see the slides of my PowerPoint for Snowman Phenotypes. Tuesday (12-10-19) and Wednesday (12-11-19): After reviewing the end of Bikini Bottom genetics (6-8 were homework), we have moved to Bikini Bottom 2. The Knights received it on Monday - so that it can be finished by Wednesday. The Hornets will review and move to the Bikini Bottom genetics 2 worksheet on Tuesday. We are practicing the use of Punnett squares - in multiple scenarios. Friday (12-6-19) and Monday (12-9-19): **Sophia - the 6th and the 9th have the same warm up (because one day was the Hornet team and one was the Knight team). Warm Up= What is the difference between phenotype and genotype?** The Hornets needed to catch up a bit so we reviewed Mendel and his basic inheritance patterns - then jumped right into Bikini Bottom Genetics (again). We reviewed the terminology: gene, trait, dominant allele, recessive allele, homozygous, heterozygous, genotype, phenotype. Using these terms we began to build a Punnett square - to predict the possible genetic outcomes for specific crosses. When crossing a known set of parents and tracking just one trait, we call it a MONOHYBRID cross - a mash up of two parents, but only in ONE trait category (like height). Students worked through #5 on the Bikini Bottom genetics page in class together and we finished the 6-8 independently in class. The Knights received the Bikini Bottom 2 WS so that it could be finished by Wednesday. Wednesday (12-4-19) and Thursday (12-5-19): We reviewed mitosis vs. meiosis. Students then went over the notes introducing genetics (from Monday/Tuesday) and we watched an Amoeba Sister's video - also introducing genetics. Video: https://youtu.be/8m6hHRlKwxY It's important to practice the vocabulary so we moved on to a Bikini Bottom Genetics page - don't worry, it's not swimwear, it's named after the place where SpongeBob SquarePants lives. It's sometimes easier to accept the "rules" of a cartoon world than the human genetics so we start with SpongeBob and his buddies. Students did 1-3 in class - mostly together. I do not need for them to continue/finish the worksheet, but I DO want them to REVIEW...DAILY!! Monday (12-2-19) and Tuesday (12-3-19): Sorry, Sophia - fixed it. Let's see if the 3rd time is the charm! After reviewing mitosis, we reminded ourselves of the differences/similarities between mitosis and meiosis. Meiosis leads to sperm/egg. The creation of gametes (sperm/egg) prepares for sexual reproduction and one benefit is the greater new combinations available. Students learned about Mendel as we introduced genetics. We took notes - Mendel: Understanding Inheritance. Students were asked to review these notes before coming back to science so that we don't have to truly re-learn every class. We should be able to quickly review! Monday (11-25-19) and Tuesday (11-26-19): Math is listed first. Scroll down a little for science. 1A - Try these links: https://www.sheppardsoftware.com/mathgames/integers/FS_Integer_subtraction.htm https://www.mathplayground.com/ASB_OrbitIntegers.html https://www.mathgames.com/skill/7.65-add-and-subtract-integers https://www.math-play.com/integer-games.html SCIENCE (11/25 and 11/26): Although we altered our schedule a little and Knights had science on Monday, Hornets on Tuesday - both teams were able to see both Sci/SS...so we are back on track. These classes both reviewed mitosis and introduced meiosis, comparing the two. Students were given "puzzle pieces" that showed the steps of meiosis and they put them in order. We discussed and labelled as we checked and glued them in place. The big lesson is that meiosis is a process that is similar to mitosis - but twice. By copying and then dividing, we are making new cells. In meiosis, however, the copies are organized slightly differently and therefore the division is different and the end result should be multiple cells, but with only 50% of the information found in the original cell. We discussed WHY a cell with only 50% information may be wanted/needed and students were able to realize that in sexual reproduction the cells offered (sperm/egg) cannot both contribute 100% - as the offspring would be overloaded. If each gives 50%, the offspring can have 100% - and is a combination of genetic material, thus has more diversity. So, class agenda: 1. Review cells (organelle rap) 2. Review protists (BrainPop) 3. Test (12 question CDA) 4. Cut/sort the puzzle pieces and label them. Eventually glue. 5. Take a few notes on meiosis. 6. Compare mitosis and meiosis in a T-chart. 7. Color in the chromosomes on the mitosis vs. meiosis cartoon. HW: REVIEW!!! Do NOT come back after the holiday without any knowledge of mitosis as it compares to meiosis!! Thursday (11-21-19) and Friday (11-22-19): Tuesday (11-19-19) and Wednesday (11-20-19): We are moving into mitosis (a form of asexual cell reproduction). As we learn about mitosis and meiosis, the students are transitioning to our genetics unit. We will be doing a little cut/paste in addition to notes - and coloring - to track the process of mitosis. HW: Be sure to color the chromosomes for ALL phases of your mitosis notes. You should also have a WRITTEN copy of your mnemonic device to help you remember the phases of mitosis (IPMATC: Interphase, Prophase, Metaphase, Anaphase, Telophase, Cytokinesis). Remember that MY example is, "Iguanas Pee More Accurately Than Cats" (which came from a student). It is an actual sentence, though not likely to be true. Do NOT give me a list of random words. Friday (11-15-19) and Monday (11-18-19): We were finishing up with protists by reviewing and practicing the vocabulary. We worked in class (in groups) and labeled the parts of each protist group. After reviewing, students took a quiz. Thursday (11-14-19): Math 1A folks, try this link - https://www.math-play.com/integer-games.html. I'm expecting you to start with the racing game that helps you practice adding integers. You can then progress to subtracting integers...then really mix it up! Wednesday (11-13-19) and Thursday (11-14-19): See below for links. We are continuing to study protists. We viewed protists under a microscope (via youtube). We compared the things we saw to video of pond water taken by Ms.Garris. Using the "smallest site on the web" we were able to come close to identifying our pond water protists. Students then took notes on protists by sorting cards, taking general notes, and filling in the parts, locomotion, reproduction, and metabolism of each (using the previous chart). Friday (11-8-19) and Tuesday (11-12-19): PROTISTS!! Use these websites to help you learn about protists. These sites have been investigated and deemed safe - so use them, not Google!!
Wednesday (11-6-19) and Thursday (11-7-19): Students reviewed with Ms.Garris - including the BrainPop video and Cell Rap (which is most annoying to "cool" 7th graders). After reviewing together, I asked students to use cards to sort/match the organelle to the function. Those who did not complete the Cell City Grid homework were allowed to use this time (10 min) to complete the homework - as it was collected before quizzing. Students wrote the 11 animal cell organelles from the poster and the 15 plant cell organelles - as a quiz grade. The organelle names were on the board, so even though notes were not allowed, I expect appropriate spelling. We finished class by introducing protists. Students should review notes DAILY and be ready to investigate protists on Tuesday (early release schedule). **Please note that we will not be in school Monday due to Veteran's Day and we will have an early release day on Tuesday (11/12/19).** Monday (11-4-19) and Tuesday (11-5-19): Students are not returning to lab stations, but we are using one station (Plant and Animal Cell Labels - tpt) to be sure that all are practicing the accurate reflection of the objective. We identified the parts/function using matching from a word bank - and discussing the function of each. Students were then asked to take the information covered (again) and apply that to create an analogy that would help compare the function of each organelle to a job within a city. I provided the chart and a list of "city jobs" to guide the process. Students were asked to fill in what was already reviewed and then create the analogy to the city job and explain their analogy. This "Cell City" chart should be finished for homework and ready by the next science class. Friday (11-1-19) - No school, teacher workday. Wednesday (10-30-19) and Thursday (10-31-19): Both classes were supposed to finish lab stations, but the time spent on stations was not as fruitful as I had hoped. I chose to move to back to a more direct instruction approach. Students were walked through the cell organelles using a BrainPop video, a poster identification WS, class discussion, and matching the information to a plant/animal cell worksheet with pictures/chart (from tpt). I do not own the right to publish this plant/animal cell worksheet, but students may get a copy from me before/after class. SOME Hornets were able to get the worksheet during that lab station. Each Knight student was given one during class on Thursday. I collected the Cells and their Organelles packet (reading/questions, plant cell coloring page and chart, animal cell coloring page and chart) during class - for a grade. It was supposedly given during the substitute time last week. I made sure that all were given the packet upon my return. I stipulated it should be complete by Monday (10-28-19) and yet still did not collect until Wednesday (for Hornets) - so it will be a major grade. Monday (10-28-19) and Tuesday (10-29-19): Students were given the opportunity to work on the microscope and cell parts by working their way through lab stations. I asked that group/station 1 practice the parts of the microscope by matching term and its function. Group/station 2 was able to look at both a plant cell and an animal cell on already prepared slides under a microscope. Group 3 was asked to follow instructions to make a lens using water drops and a glass slide - looking at a letter "e" on the paper. I was disappointed in how many students did not read instructions - and ended up putting water directly onto the microscope. This is dangerous to our scopes and proves students didn't read directions. Group 4 was asked to use the posters provided to identify cell organelles and write out the structure of each - plant and animal. Thursday (10-24-19) and Friday (10-25-19) As I am just coming back from my absence (a STEM conference for teachers), I used today to review and check on progress. I was disappointed in the number of students with incomplete work. Some claimed the teacher/substitute did not pass out papers, though all copies made were gone - and several had them in their hands or binders. I few claimed that they were unable to work due to not having books - and yet a textbook was on each desk. One or two said the teacher did not tell them which page number - so they were unable to find the material. I addressed each excuse. My expectation is and will always be for students to take responsibility for their own education. Although this means that we may have had to review the microscope parts (that they SHOULD have gotten with the sub), the pages they did receive should have been completed - but were not. The microscope should be labelled, the Cells and Their Organelles packet should be done (read/annotate/answer questions, color coordinated part/word, and fill in the "function" column of the organelle chart on the back of each coloring page). Tuesday (10-22-19) and Wednesday (10-23-19) Ms.Garris was out for STEM, but Mrs.Cash was our substitute. She was not impressed with the behavior of a few, but the overall classes were good. Students should be following along with the PowerPoint and filling in the notes. Specifically, we are reviewing the previous lessons and filling in the part/function for the microscopes. Friday (10-18-19) and Monday (10-21-19) Students are taking notes on the history of the microscope. We then asked that they label the parts of the microscope. (Most chose not to do so.) Wednesday (10-16-19) and Thursday (10-17-19): We introduced the idea of cells - by "Zoom"-ing in and thinking through the story as the perspective changed...just as earlier scientists had to change the story once cells were discovered. Students watched two videos - one from Bill Nye about Spontaneous Combustion (with a student experiment) and another talking about the Wacky History of the Cell Theory. Students should have taken notes on Microscope History WS - and moved to the microscope parts, but we ran out of time. Thursday became a large outdoor event...as we had a fire drill AND an earthquake drill. Monday (10-14-19) and Tuesday (10-15-19): The Hornet team will test on Monday and the Knights will test on Tuesday. Both teams are testing on the function and parts to each system that we have studied. Please be sure to look over the information BEFORE the test. It really helps to read through the WHOLE question to be sure you have chosen the best answer. I've asked students to take my test (Body Systems Test) as well as the district test (CDA). The code for each was given in class. Thursday (10-10-19 and Friday (10-11-19): Students needed to finish up the reproductive system notes. I was hoping for a bit of class time to review before the test, but we typically have a lot of questions - and reproduction is a curious topic. Even as I finished the lesson, I knew the class would be filled with extra questions. On Thursday, the Hornet team students had visitors as we welcomed the Hurricane team - to cover their classes. This made for a bit more energy and a little less productivity. All students were given back papers - some late papers now graded, some quizzes. These can be used to help in reviewing before the test. We will test the Hornet team on Monday and the Knight team on Tuesday. Please review a few minutes each night. Students can watch BrainPop videos (login: carrington1; pw: cougars) and/or Schoolhouse Rock to help practice the information. Wednesday (10-9-19) - TEACHER WORKDAY Monday (10-7-19) and Tuesday (10-8-19): Students NEED to review on their own DAILY. We have covered a LOT of body system information and will test on ALL of it during class next week (Mon/Tues). We reviewed briefly and tried to finish up musculoskeletal. Although we were using the same notes given last week, I will link them again - just in case. After the musculoskeletal system, we must cover the reproductive system. Please don't be afraid! We will cover it as all systems - the function, parts, general care, and how it works with systems for homeostasis. In this system, we need to be aware that it's function includes making more humans so the species lives on, but it also is responsible for spurring the human body into puberty to best prepare for the possibility of making more humans. I realize this is not the most comfortable dinner conversation, but it really helps to discuss the information from class with folks at home - to clarify questions, better understand, and help students retain the information. Please remember that my PowerPoint is linked to the date - so feel free to check out the notes given in class. Thursday (10-3-19) and Friday (10-4-19): We are reviewing nervous, reviewing and quizzing endocrine, and introducing musculoskeletal. Please be sure to review notes, watch the BrainPop (endocrine), and quiz online. I will provide a paper version of the quiz at the end of our computer time. Students reviewed nervous/endocrine - and then we moved forward to introduce the skeletal system. We will finish skeletal and muscle next week - before moving to the reproductive system. Students should plan on taking the BIG test on body systems Monday/Tuesday (Oct.14-15). Tuesday (10-1-19) and Wednesday (10-2-19): Tuesday is "A" and Wednesday is "B" - however, we are doing the same lesson with two different groups. We have learned about the nervous system - so we first review. Students need to know the parts and function, realizing that communication is big - but FAST communication is the real strength of the nervous system. Our new information is about the endocrine system - which also communicates, but in a slower and longer-lasting way. The endocrine system is all about the HORMONES (chemical messengers). Poor middle school students get a bit of flack for hormones, but it is directly related to the effect - these hormones cause parts that have not been "awake" to suddenly wake up and become aware. We "role-played" a conversation in which the student comes out of their room and the parent says, "Is that what you're wearing?" A simple question - and yet the student suddenly has very reactionary feelings. Is the parent judging my fashion sense? Do they think it looks bad? Do they feel I'm not able to dress myself or make the judgement call on HOW to dress? Most of these feelings are more reflective of their personal (inner) issues - feelings that were not so dramatically felt before. I explained it was understandable - but still hard for both parent and child to smile through. The parts/function SHOULD be written on notes. We watched a BrainPop video at the beginning and end of class (quizzing in most classes). We also watched the first four minutes (roughly) of a Crash Course video about the endocrine system. Feel free to watch - for a refresher. HW: Please review daily. Go over your notes, organize as needed, and talk to someone about them. A DAILY review helps move the information to the long-term memory. Friday (9-27-19) A-day and Monday (9-30-19) B-day: Hornet team was able to introduce the nervous system. We took notes (nervous system notes) and watched the BrainPop video. By the end of class we took the BrainPop quiz on the nervous system and then worked through some neat illusions. If you're interested in illusions, try this site. Thursday (9-26-19) B-day: We were able to welcome Mrs.Johnson, our seventh grade counselor, to class so she could explain how she can be helpful. Students were able to ask questions, play Kahoot, and earn prizes. If students need support for academics, social/emotional issues, or minor behavioral issues - our student services are great. The time spent with Mrs.Johnson can be extremely beneficial. She is typically available during lunch, before/after school - and during the day with an appointment. If a student or parent wishes to establish a meeting with the teachers, Mrs.Johnson can help make that happen, too! As for science, we used the time to watch BrainPop and review the systems. Knight team students were asked to review with the paper version of the BrainPop quizzes. These will be due on Monday when we have class again. To access BrainPop (click here), and login using "carrington1" as the log-in name. The password for all students is "cougars" - and it should be accessible from home/work computers. We are reviewed Digestive, Urinary, Circulatory, and Respiratory before moving forward to Nervous and Endocrine. Tuesday (9-24-19) and Wednesday (9-25-19) B/A: Students on Knights AND Hornets teams quizzed on the digestive, excretory, circulatory, and respiratory systems. Progress reports went home for all classes on Wednesday. Even though the Hornet team only saw me (science), I gave out their progress report from social studies, too. I also gave out the PowerSchool letter - a letter explaining how to get into the PowerSchool grade book to see your student's grades. The letter was personalized for each family and had a specific access code. Please call our counselor, Mrs.Johnson, if you did not get your copy and would like more information. She can be reached at (919)-560-3916 ext. 16227 or via email at [email protected]. Monday (9-23-19) A-day: We were able to welcome Mrs.Johnson, our seventh grade counselor, to class so she could explain how she can be helpful. Students were able to ask questions, play Kahoot, and earn prizes. If students need support for academics, social/emotional issues, or minor behavioral issues - our student services are great. The time spent with Mrs.Johnson can be extremely beneficial. She is typically available during lunch, before/after school - and during the day with an appointment. If a student or parent wishes to establish a meeting with the teachers, Mrs.Johnson can help make that happen, too! As for science, we used the time to watch BrainPop and review the systems. Hornet students were asked to review with the paper version of the BrainPop quizzes. These will be due on Wednesday when we have class again - and we will be taking Ms.Garris's quiz at that time. Progress reports will also come out on Wednesday. To access BrainPop (click here), and login using "carrington1" as the log-in name. The password for all students is "cougars" - and it should be accessible from home/work computers. We are focused on Digestive, Urinary, Circulatory, and Respiratory. Friday (9-20-19) B-day: Students from the Knights team had an opportunity to review/catch up. I asked them to finish the respiratory notes Tuesday - as we left class, but it was apparent today that many did not. We reviewed all systems including the respiratory notes...to be sure the information was seen at least once. I have returned the excretory notes and circulatory notes. We repeated the heart diagram - as several seemed to need a review or clarification. Thursday (9-19-19) UPDATE: We are seeing our "A" group - Hornets - again today, but both groups may benefit from a little deeper review of our respiratory notes. Please use the PPT linked to today's date to help more precisely fill in notes. If time allows, we will include BrainPop and possibly build a demo. The camel at Duke University - ask a student how it relates! Tuesday (9-17-19) through Thursday (9-19-19)...Wednesday is early release and we'll review. On Tuesday and Thursday of this week we will cover the respiratory system. As we have now covered living vs. non-living, body organization, digestive/excretory/circulatory systems - and finally respiratory...It may be time to QUIZ!! Be ready! I will use Wednesday to simply review with whichever group since we have a shortened class period. I will be asking my students to work on making up anything missing (see side links for digital copies) and to visit these BrainPop sites for review of the systems. We will take a "mini-quiz" for each BrainPop...to help review before the class quiz. I will expect my Wednesday review group to quiz digitally as many times as needed to repeat/get the material - and then answer on paper. BrainPop videos - remember that Carrington students can watch using the login "carrington1" and the password "cougars". Once you login, search for each of these videos - watch and quiz. 1. Digestive system - watch the video and then quiz. 2. Urinary system (excretory) - watch the video and then quiz. 3. Circulatory system - watch the video and then quiz. 4. Respiratory system - watch the video and then quiz. Friday (9-13-19) / Monday (9-16-19): Students earned the Cougar Mountain positivity points and were able to go outside for about 1/2 an hour and have ice cream at lunch. This also means we lost a little time in the earlier classes on Friday. We were able to review the digestive and excretory systems - and I checked the processes of the excretory system (HW) as a grade. We watched a schoolhouse rock video on Circulation, took notes, and started on the label and coloring of the human heart (back of notes page). Although started in class, most students were not able to finish the color/label and will need to complete it at home. HW: Review ALL systems. Finish the label/color of the heart. Wednesday/Thursday (9-11-19/9-12-19): Students reviewed MRS.NERG-C, levels of organization, and the digestive system. We then talked about the excretory system, the system that helps remove and eliminate liquid waste. Students should be able to identify the parts and function. We focused on the kidneys, ureters, bladder, and urethra - but the skin, lungs, and liver should be included, too. HW: On the BACK of the notes taken in class, write in the SIX steps in the kidney filtering process. Remember that one would start with BLOOD as it is delivered to the kidney. As the blood is processed, good stuff - glucose and water, go back into the blood while urea is thrown out. Water and glucose go back into the blood, but the urea is mixed with a little amount of water to produce urine and it empties through the ureters and into the bladder. So although the kidneys start with blood, the end should be urine. Monday/Tuesday (9-9-19/9-10-19) Both Knights (Mon) and Hornets (Tues) have now reviewed MRS.NERG-C and the body organization. We have learned about the digestive system: parts and function. Please look back over our class notes every night. This way information is more likely to be retained and if you missed something - you can take a moment to fix it. My PowerPoints (and notes) are always linked to the date of each posting. Not everyone is speedy at note-taking. It's okay - but take that time outside of class, at home - to be sure that you have caught up. HW: Review your notes and be sure they are filled in correctly. Friday (9-6-19) - as we had a day off for Hurricane Dorian yesterday, my KNIGHTS team actually saw me today (Friday) instead of Thursday. Please see the write up for yesterday (Thursday), though - since it explains the lesson. Remember, my PowerPoint is linked to the date and students can re-visit slides if they need a refresher about today's information. We will likely have a..."graded activity" (translation = QUIZ) when we see each other next week. Please be sure to look over Mrs.Nerg-C and Body Organization. Wednesday (9-4-19)/ Thursday (9-5-19)...click the date to see today's ppt. We reviewed the way we tell how something is living or non-living. Most 7th graders know, but when we try to pinpoint the details it becomes more challenging. Animals and plants are recognized as living, but water and fire seem to have characteristics (like moving) that confuse folks. After learning MRS.NERG-C, our students should now have a list of characteristics used to classify things as living. Even fire seems (only seems) to fit a few criteria, but fails to qualify as living when we realize it has no cells. Be ready to quiz on those characteristics. We then talked about how living things are organized - cells build to tissue, tissues create organs, organs come together to create organ systems, and organ systems work as one within an organism. We took notes on the foldable to keep them organized (a theme). Our next step is to focus in on the human body systems so I started with a little "taste" of the digestive system by showing what can happen when it is not taken care of. The video linked was about a fellow who intentionally drank an industrial solvent (like Drano). It's an older video, and not for the faint of heart, but focuses on how this man was able to survive with a very different digestive path and how it needs to work. Friday(8-30-19)/Tuesday (9-3-19) As the weather headline was closely related to curriculum, we took a moment to talk about Hurricane Dorian and spaghetti models. We used a text resource (short article) and a CNN video to answer some questions comparing the European and American models of hurricane path predictions. The terms "meteorologist" and "atmosphere" were great connections to the word dissection/vocabulary lesson. Students were asked to create a mini-poster explaining two words...one we recently learned and one they created. This mini-poster is due at our next class, but was given some class time. We finished class by creating the foldable that we will use during our next class to take notes on body organization. Students then discussed the criteria needed to prove something was living or non-living. Thursday, 8-29-19 Knights: I collected the green pages from those who had them signed. Please note that they are not actually due until Friday - so students can still have them signed before the deadline. During class, we reviewed what to do when you are absent and how to turn in work (late or on time). We discussed the meaning of word parts and defined new terms based on previous knowledge or word parts. I am really trying to stress our positive behaviors and how we need to be supportive of others - as opposed to tearing them down. HW: Green Garris Rules (if not already done)/ Student Release Form Name Tent (if not already done) Word Dissection page - we did 3 in class, students should define 10 more...total of 13+. Wednesday, 8-28-19 Hornets: I collected the green pages from those who had them signed. Please note that they are not actually due until Friday - so students can still have them signed before the deadline. During class, we reviewed what to do when you are absent and how to turn in work (late or on time). We discussed the meaning of word parts and defined new terms based on previous knowledge or word parts. I am really trying to stress our positive behaviors and how we need to be supportive of others - as opposed to tearing them down. HW: Green Garris Rules (if not already done)/ Student Release Form Name Tent (if not already done) Word Dissection page - we did 3 in class, students should define 10 more...total of 13+. Tuesday, 8-27-19 Although this is the second day of school, it is the first day for the Knights team. They were introduced to Ms.Garris's class and procedures. We went over the green Garris Rules page as well as the Student Release Form that will be used during my personal reflection videos as I aim to renew my National Board Certification. Students are expected to have both of the green pages signed (after reviewing with parents). The Name Tent was also given out so students could create a colorful, neat, and informative way to help me learn more about them. Monday, 8-26-19 First day of school. "A" day = Hornets were introduced to Ms.Garris and science class. We were able to go over the introductions of class. Students should review with parents and have them sign the Garris Rules and Student Release Form. Class periods 2 and 3 were given a "Name Tent" to fill in and add color - in hopes of helping me see their names and learn them a little faster. The Name Tent is due on Wednesday. Class period 4 will get their Name Tent on Wednesday and turn it in by Friday. |