8th STEM/ Phys Sci-4th Assignments

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Objectives:  I can distinguish the different parts of a wave. I can relate the color of visible light to the wavelength and/or frequency of the electromagnetic wave. I can describe how human eyes perceive color.


1) Who's here?
2) Class Opener -  What are 2 properties of light? Electromagnetic Spectrum vide (4th period only) 3rd period did not have a class opener due to shortened class following athletic awards day
3) Optical Solutions STEM - Destination 1 - Lighting the way -students will complete destination 1 and take their recap wrap up quiz using their logbooks and class video notes.  (if absent, you must make this up)
4) Wrap UP - must schedule times before school or after school if destinations are not completed by Friday.
5) HOMEWORK - BE A KIND PERSON.

Objectives:  I can identify different types of lenses and their uses. I can determine the focal length of a lens.


1) Who's here?
2) Class opener - students will complete the question - "How are wavelength and frequency related to the different colors of the visible light? 
3) Optical Solutions STEM Expedition - Destinations 1, 2, and starting 3 - students will work to complete their Destination class video notes, experiments, and logbook entries for Lighting the Way, Lenses, and Magic Mirrors.  All work must be completed by the end of the school day Monday - 5/13/24.  Any exceptions must be cleared through Mrs. Hardy because grades MUST be completely entered by this date in order to know about final exams and any exemptions.
4) Wrap up - reminder that students will take another open notes quiz covering D2 and D3 using their class video notes and their completed Optical Solutions Logbook.
5) HOMEWORK - BE A HELPFUL PERSON TO YOURSELF AND OTHERS AROUND YOU.

Objectives:  I can distinguish the different parts of a wave. I can relate the color of visible light to the wavelength and/or frequency of the electromagnetic wave. I can describe how human eyes perceive color. 


1) Who's here?
2) Class Opener - (3rd period - NONE) 4th period - What are 2 properties that describe light?  and Electromagnetic spectrum video.
3) Optical Solutions STEM - students will work to complete destinations 1 - Lighting the way - completing the experiments, logbook entries, class notes, and then take the D1 Recap Wrap Up Quiz.
Destination 2 - Lenses - if students complete destination 1, they may move on to destination 2 and begin taking notes and completing their experiments and logbook entries.  (If absent, you must come before or after school.  all work must be completed by the end of the day on Monday - ANY EXCEPTION MUST BE CLARIFIED TO MRS. HARDY)
4) Wrap up - quiz covering destinations 2 and 3 will be taken at the end of the school day - Friday.
5) HOMEWORK - BE A KIND PERSON.

Objectives:  I can distinguish the different parts of a wave. I can relate the color of visible light to the wavelength and/or frequency of the electromagnetic wave.  I can describe how the human eyes perceive color.

1) Who's here?
2) Class Opener - Students will answer and discuss the question "What is light?" and we will watch a 2 minute class video on the Electromagnetic Spectrum and discuss it and how it relates to the new STEM expedition we are beginning today - Optical Solutions STEM Expedition.
3) Optical Solutions STEM Expedition - Students will begin Destination 1 - Lighting the Way and will explore how light have wavelike and particle-like properties. Students will also investigate how wave properties such as wavelength and frequency relate to different forms of light in the electromagnetic spectrum. (If absent, you will need to make-up the portion of D1 that you missed.)
4) Wrap Up -  reminder to stay focused and on task to complete this Expedition this week and the Optical Solutions Logbook entries will count as a test grade.
5) HOMEWORK - NONE. 

Objectives:  I can describe how voltage, current, and resistance behave in a parallel circuit. I can calculate power, work, and energy costs for a circuit. I can use the engineering design process to design and build a circuit based on given requirements and specifications.

1) Who's here?
2) Happy Monday
3) Class Opener - D5 notes check, Describe 1 detail you have learned in D5 and 1 question you still have about D5
4) Electric Tech STEM Expedition - Students will work individually and with their partners to complete D5 parallel circuits. Once students complete D5 they will begin/ keep working on D6 Engineering a Circuit to design their light show.  Students are allowed to bring in props and can choose music to use along with their light show. (MUST BE APPROVED BY MRS. HARDY)
5) wrap up - reminder that light show must be presented on Tuesday and written test will be Wednesday.
6) HOMEWORK - COMPLETE YOUR D6 LIGHT SHOW AND BE READY TO PRESENT ON TOMORROW.

Objectives:  I can describe how voltage, current, and resistance behave in a parallel circuit. I can calculate power, work, and energy costs for a circuit. I can use the engineering design process to design and build a circuit based on given requirements and specifications.

1) Who's here?
2) Happy Monday
3) Class Opener - D5 notes check, Describe 1 detail you have learned in D5 and 1 question you still have about D5
4) Electric Tech STEM Expedition - Students will work individually and with their partners to complete D5 parallel circuits. Once students complete D5 they will begin/ keep working on D6 Engineering a Circuit to design their light show.  Students are allowed to bring in props and can choose music to use along with their light show. (MUST BE APPROVED BY MRS. HARDY)
5) wrap up - reminder that light show must be presented on Tuesday and written test will be Wednesday.
6) HOMEWORK - COMPLETE YOUR D6 LIGHT SHOW AND BE READY TO PRESENT ON TOMORROW.

Objectives:  I can describe how voltage, current, and resistance behave in a parallel circuit. I can calculate power, work, and energy costs for a circuit. I can use the engineering design process to design and build a circuit based on given requirements and specifications.

1) Who's here?
2) Happy Monday
3) Class Opener - D5 notes check, Describe 1 detail you have learned in D5 and 1 question you still have about D5
4) Electric Tech STEM Expedition - Students will work individually and with their partners to complete D5 parallel circuits. Once students complete D5 they will begin/ keep working on D6 Engineering a Circuit to design their light show.  Students are allowed to bring in props and can choose music to use along with their light show. (MUST BE APPROVED BY MRS. HARDY)
5) wrap up - reminder that light show must be presented on Tuesday and written test will be Wednesday.
6) HOMEWORK - COMPLETE YOUR D6 LIGHT SHOW AND BE READY TO PRESENT ON TOMORROW.

Objectives:  All learning objectives for destinations 2 - 5.


1) Who's here?
2) Class Opener- None - Quiz
3) Destinations 2 - 4 Quiz - Students will take their quiz covering Electric Tech STEM expedition Destinations 2, 3, and 4.  If absent, your quiz has been sent to the detention testing pool.  You have three days to make up your quiz (unless other arrangements are made with Mrs. Hardy.
4) Electric Tech STEM Expedition - students will work with their lab partners to complete Destination 5 Parallel Circuits and will then begin working on their final destination 6 - Engineering a Circuit.
5) Wrap Up - test next Wednesday. Light show on Tuesday.
6) HOMEWORK - MAKE THE WORLD BETTER THAN YOU FOUND IT.  STUDY YOUR NOTES TAKEN THUS FAR.

Objectives:  I can draw a wiring schematic for a parallel circuit with two loads. I can wire a parallel circuit with two loads. I can describe how voltage, current, and resistance behave in a parallel circuit. I can calculate power, work, and energy costs for a circuit.


1)  Who's here?
2) Class Opener - Students will answer the statement:  "Distinguish between a series circuit and a parallel circuit."
3) Electric Tech STEM Expedition - students will continue to work on Destinations 4 - 5 on Series Circuits and Parallel Circuits both individually and with partners.  As they work, Mrs. Hardy will be providing formative feedback to the different student lab groups.
4) Destination 6 - Engineering a Circuit - As a class we will watch the introduction video to destination 6 and will also watch the final product criteria and requirements video slides.  Mrs. Hardy will go over the expectations for the final destination and will explain how everything will be graded.  We will look at a rubric and the rubric and criteria will be included in the students' Destination 6 Engineering a Circuit Student Class Notes packet.
5) Wrap Up - Test set for next week.  Quiz covering destinations 2 - 4 tomorrow.
6) HOMEWORK - STUDY YOUR DESTINATIONS 2 - 4 NOTES TO PREPARE FOR YOUR QUIZ TOMORROW.

Objectives:  All learning objectives for D1 - D5.


 
1) Take Roll – see attached roster.  Do not worry about a seating chart – as students are assigned to their seats by their STEM table number.  They cannot move seats because their work is linked to the STEM desk computer.
 
2) After roll, the gray cart with the BLUE STUDENT STEM BINS is already stacked and located in the back of the STEM storage closet. Bring the cart into the classroom and instruct the students to go to the Lab Bin Cart and get their assigned BLUE STUDENT STEM BIN for ELECTRIC TECH.  The students know their STEM bench numbers and their assigned bins.  
YOU ARE TO TAKE THE SMALLER RED BIN – IT IS THE TEACHER BIN.  IT CONTAINS PAPERWORK THAT STUDENTS MAY NEED TO COMPLETE THEIR DESTINATIONS 4 – 6 NOTES AND EXPERIMENTS.
3) After students have obtained their BLUE STEM Bin, instruct students to complete their Electric Tech STEM Expedition – Destination 4 – Series Circuits and Destination 5 – Parallel Circuits.  If they need headphone adapters, the adapters are located in the 3-drawer teacher desk – TOP DRAWER. 
 
4) If students complete both Destinations 4 and 5, they need to check their Electric Tech STEM Logbook and ensure all of the entries for pages 3 – 16 are completed.
 
5) Students MAY begin Destination 6 – Engineering a Circuit if they have COMPLETED their other work.  The Destination 6 paperwork is located in the RED teacher BIN that is on the gray cart.
 
6) HOMEWORK – study their destinations 1 – 5 notes and be prepared for a quiz this Thursday covering destinations 2 – 5.

Objectives:  I can draw a wiring schematic for a series circuit and a parallel circuit with two loads. I can wire a series circuit and parallel circuit with two loads.  I can describe how voltage, current, and resistance behave in a parallel circuit.


1) Who's here?
2) Happy Monday - Happy Earth Day
3) Class Opener - Atomic Structure - students will label the subatomic particles of an atom
4) Electric tech stem expedition - students will work with their partners to complete Destinations 4 - 5. If absent, you need to catch up when you return to class.
5) Wrap UP - light show will be this Thursday.  Electric Tech STEM Test on D1 - D5 will be next Tuesday.

6) HOMEWORK - STUDY ALL OF YOUR DESTINATION NOTES.

Objectives:  I can draw a wiring schematic for a series circuit with two loads. I can wire a series circuit with two loads. I can measure voltage, current, and resistance of each component in a series circuit including the total circuit. I can describe how voltage, current, and resistance behave in a series circuit.


1) Who's here?
2) Class Opener - Tesla Light Show and D3 and D4 notes check.
3) Electric Tech STEM Expedition - Students will work individually and with their partners to complete their assigned Destinations for Electric Tech.  Students should complete Destinations 3 and 4 by the end of today's class periods.  If absent, you will need to schedule time to complete your make up work with Mrs. Hardy. 
4) Wrap Up - destination 6 Engineering a Circuit.
5) HOMEWORK - STUDY YOUR NOTES.

Objectives:   I can draw a wiring schematic for a series circuit with two loads. I can wire a series circuit with two loads. I can measure voltage, current, and resistance of each component in a series circuit including the total circuit. I can describe how voltage, current, and resistance behave in a series circuit.


1) Who's here?
2) Class opener - What is the voltage of a circuit that has a current of 0.5 amps and a resistance of 0 ohms?
3) Electric Tech STEM Expedition - Students will work with their partners and individually to complete Destinations 3 and 4.  Students will complete the notes, experiment, data, and analysis questions for each Destination. 
4) Wrap Up - students will be reminded of the time line for this expedition and will be told what the grading rubric will be for the final Destination 6 - Engineering a Circuit and their Light Show.
5) HOMEWORK - STUDY ALL OF YOUR NOTES FOR DESTINATIONS 1 - 4.

Objectives:  I can measure voltage, current, and resistance for a circuit.
I can graph data on a coordinate plane.  I can analyze data to determine relationships between the data sets.
 
1) Who's here?
2) Class Opener - "What is Ohm's Law?"  "Use the Ohm's Law Triangle to write the formulas to calculate voltage, resistance, and current."
3) Electric Tech STEM Expedition - Students will complete Destinations 3 Ohm's Law and will begin completing Destination 4 - Series Circuits. 

4) Wrap Up - quiz and test schedule - Major test next Wednesday covering Destinations 1 - 6. Begin thinking about music for your light show next Tuesday - Destination 6.

5) HOMEWORK - STUDY YOUR NOTES FOR DESTINATIONS 1 - 3.

Objectives:  I can measure voltage, current, and resistance for a circuit.
I can graph data on a coordinate plane.  I can analyze data to determine relationships between the data sets.

1) Who's here?
2) Class Opener - Line of Best Fit video and explanation for resistance, voltage, and current data points.
3) Electric Tech STEM expedition - Students will finish their Destination 2 (Simple Circuits) and their Destination 3 (Ohm's Law) in today's class.  Students will complete a voltage, resistance, and current experiment, graph the data, complete questions in their logbooks, and analyze the relationships of the plotted data on the graphs.
4) Wrap Up - reminder about the Electric Tech STEM test.
5) HOMEWORK -  STUDY YOUR DESTINATIONS 1 - 3 CLASS NOTES TO PREPARE FOR YOUR TEST - FRIDAY.

Objectives:  All learning objectives for Destinations 2 and 3 - Simple Circuits and Ohm's Law.


1) Who's here?
2) Class Opener - "Items that are part of an electrical circuit are called_________________."   What are the components - "Load, Switch, and Source"?
3) Happy Monday video
4) Electric Tech STEM expedition - Students will review the purpose of destinations 1, 2, and 3.  Students will then work with their partners to complete Destinations 2 and 3.  If absent, you will need to make the work up for the experiment portions before or after school  See Mrs. Hardy to schedule your make up lab time.  
Students will complete the required pages in their logbooks for D2 and D3.  Any work not completed will need to be completed tomorrow - Tuesday.
5) Wrap Up - test for this STEM Expedition is this week.
6) HOMEWORK - STUDY ALL OF YOUR NOTES YOU HAVE FOR DESTINATIONS 1 - 3

Objectives: All learning objectives for Destinations 2 and 3.


1) Who's here?
2) Class Opener - Destination 2 Notes check - 25 pts.  If absent, you need to show Mrs. Hardy your completed notes.
3) Electric Tech STEM expedition - Students will continue to work with their partners, or individually, to complete Destination 2 - Simple Circuits and Destination 3 - Ohm's Law.  Students will conduct experiments, taking measurements of voltage, resistance, and current.  Students will also take class notes and complete Logbook entries.  If absent, you will need to make these experiments up outside of class.  DO NOT COPY THE RESULTS FROM ANOTHER CLASSMATE.  Mrs. Hardy has a list of the students that need to complete the make up lab on the whiteboard.
4) Wrap Up - reminder of test next Wednesday.
5) HOMEWORK - STUDY YOUR DESTINATION 2 SIMPLE CIRCUITS NOTES.

Objectives:   I can explain the basic atomic structure including the charges and location of each subatomic particle. I can explain where static electricity comes from. I can draw a wiring schematic using appropriate symbols for a basic circuit. I can build a simple motor circuit using a schematic. I can use a multimeter to measure voltage, resistance, and current - using volts, amps, and Ohms.



1) Who's here?
2) Class Opener - NONE - D1 quiz
3) Electric Tech STEM Expedition - Students will continue to work through Destination 2 Simple Circuits today. Students that finish D2 will be allowed to be briefed and move on to D3 - Ohm's Law.  3rd period students will assemble their dowel rods and nichrome wire that will be used for all STEM lab classes to complete their Ohm's Law experiment. 
4) wrap up - notes check tomorrow for D2
5) HOMEWORK - NONE.  MAKE THE WORLD A BETTER PLACE THAN YOU FOUND IT TODAY.

Objectives:   I can explain the basic atomic structure including the charges and location of each subatomic particle. I can explain where static electricity comes from. I can draw a wiring schematic using appropriate symbols for a basic circuit. I can build a simple motor circuit using a schematic. I can use a multimeter to measure voltage, resistance, and current - using volts, amps, and Ohms.



1) Who's here?
2) Class Opener -D1 Electricity Basics Notes Check
3) Electric Tech STEM Expedition - Students will check their Destination 1 Electricity Basics notes and will then work with their STEM partners, or individually, to complete their Destination 2 - Simple Circuits Tasks 1 and 2.  (If absent, you will need to make up any work when you return to school.  You will need to schedule make up work time before or after school with Mrs. Hardy.)
4) Wrap Up - progress check on D2 and reminder that quiz will be tomorrow, Thursday.
5) HOMEWORK - STUDY YOUR D1 NOTES TO PREPARE FOR YOUR QUIZ TOMORROW.

Objectives:   I can explain the basic atomic structure including the charges and location of each subatomic particle. I can explain where static electricity comes from. I can draw a wiring schematic using appropriate symbols for a basic circuit. I can build a simple motor circuit using a schematic. I can use a multimeter to measure voltage, resistance, and current - using volts, amps, and Ohms.



1) Who's here?
2) Class Opener - "What particles were generated by the Van de Graff generator?"  "Go to page 2 of your Electric Tech logbook - Schematics. Find the wire, battery, and switch designs - draw each one."
3) Electric Tech STEM Expedition - Students will work with their partners and individually to complete Destination 1 - Task 1 - Electricity Basics. Students will be directed to progress from D1 T1 to Destination 2 - Tasks 1 and 2 - Simple Circuits.  Students will draw a basic simple circuit using schematics, create a simple motor circuit, and then use the multimeter to measure the volts, amps, and Ohms of their simple circuit's power source and motor. Students will record these measurements in their Electric Tech logbook and will then complete analysis questions covering the material.
4) Wrap Up - there will be a D1 notes check tomorrow.
5) HOMEWORK - MAKE SURE ALL OF YOUR D1 NOTES ARE COMPLETED AND BE PREPARED FOR A QUIZ COVERING THE MATERIAL.

 I can explain the basic atomic structure including the charges and location of each subatomic particle. I can explain where static electricity comes from. I can draw a wiring schematic using appropriate symbols for a basic circuit. I can build a simple motor circuit using a schematic.


1) Who's here?
2) Class Opener - eclipse video 
3) Happy Monday - will be moved to tomorrow.
4) ELECTRIC TECH STEM EXPEDITION - students will work with their lab partners and individually to complete Destination 1 - Electricity basics and begin completing Destination 2 - Simple Circuits. Students will build their circuit and will STOP at this point before moving on to measure voltage, current, and resistance.  
5) Wrap Up - Destination 1 - Notes check tomorrow - Tuesday.  25 pts.
6) HOMEWORK - STUDENTS SHOULD STUDY THEIR DESTINATION 1 - ELECTRICITY BASICS NOTES TO PREPARE FOR A CLASS QUIZ ON WEDNESDAY.

Objectives:  I can explain the basic atomic structure including the charges and location of each subatomic particle. I can explain where static electricity comes from. I can draw a wiring schematic using appropriate symbols for a basic circuit.


1) Who's here?

2) Class Opener - Students will complete these two questions on their daily Class opener assessment journal page - "How do atoms become ions?"  "If an atom has 5p+ and 6e-, what is it's charge?  negative? positive? or neutral? "

3) Electric Tech STEM Expedition - students will work with their partners to complete Destination 1 - Electricity Basics experiment and class notes.  (if absent, you must MAKE UP this experiment outside of class time.)

4) Wrap up - some students will be able to begin Destination 2 - Simple Circuits

5) HOMEWORK - STUDY ALL NOTES TAKEN ON DESTINATION 1. 

Objectives:  All learning objectives for Electric Tech - STEM expedition - Destination 1 - Electricity Basics.


1) Who's here?
2) Class Opener - What are the three subatomic particles?  What are the charges for each particle? What subatomic particle(s) help to generate electricity?
3) Electric Tech STEM - Students will work with their lab partners to work towards completing Destination 1- Electricity Basics. Students will complete the Van de Graaff experiment and will complete conclusion analysis questions about the experiment in their Expedition logbooks.
4) Wrap Up - students will give a takeaway from the day's class and the lesson they will focus on.
5) HOMEWORK - STUDY ALL NOTES YOU TOOK IN CLASS TODAY FOR DESTINATION 1.

Objectives:  All learning objectives for Chapter 2 The Laws of Motion.

1) Who's here?
2) Class Opener - none - test
3) Chapter 2 The Laws of Motion Test - students will take their chapter 2 test.  (if absent, your test has been sent to the Wednesday school test file.  if other arrangements are needed, please let Mrs. Hardy know.)
4) Wrap Up - check Electric tech lab bins, write name on new STEM expedition logbook, and check that the Synergy Pitsco login is working properly
5) HOMEWORK - BRING SCIENCE BINDERS AND A CALCULATOR TO CLASS TOMORROW.

  Objectives:  All learning objectives for Chapter 2 The Laws of Motion


1) Who's here?
2) Class Opener - none
3) Chapter 2 Study Guide - students will check and correct their Chapter 2 study guide.  (if absent, please show your completed study guide to Mrs. Hardy when you return to class.)
4) Chapter 2 Review - class discussion and class chapter 2 Laws of Motion Kahoot review game
5) Wrap Up - test moved to next Tuesday, 4/2/24
6) HOMEWORK - STUDY FOR CHAPTER 2 TEST AGAIN - TEST WILL BE MOVED TO TUESDAY PER STUDENT REQUEST - DUE TO HAVING SO MANY TESTS DURING THE WEEK.  

Objectives:  All learning objectives for Chapter 2 The Laws of Motion.


1) Who's here?
2) Class Opener - Complete the acceleration practice problems 1 - 3 at the bottom of page 65 of your Physical Science textbook.
3) Lesson 2.4 - Students will complete the notes covering momentum and work practice problems calculating momentum, mass, and velocity in their class notes.
4) Review of class notes - if absent, make sure to complete all of your class notes - notes check will be tomorrow.
5) Chapter 2 The Laws of Motion Study Guide - students will complete their study guide practice problems in class and we will check the answers.  If absent, make sure to complete your study guide and show to Mrs. Hardy before class begins tomorrow.
6) Wrap Up - there will be a study session in the morning for any questions covering Chapter 2
7) HOMEWORK - STUDY YOUR CLASS NOTES, STUDY GUIDE, AND READ CHAPTER 2 IN YOUR TEXTBOOK TO PREPARE FOR YOUR TEST.

Objectives:  All learning objectives for Lesson 2.3 and 2.4 - Newton's Second Law of Motion and Newton's Third Law of Motion


1) Who's here?
2) Class Opener - Define "velocity."  What is Newton's Second Law of Motion?
3) Lesson 2.3 and 2.4 - Students will take notes covering both lessons of chapter 2.  During notes, students will have class discussion, complete example and practice problems solving for force, acceleration, and mass as related to Newton's 2nd Law. Tomorrow students will complete notes covering momentum and will complete solve problems calculating momentum of objects as related to Newton's 3rd Law.
4) Wrap up - reminder that test (per students' request) has been moved to Thursday.  We will complete the study guide and review in class tomorrow.
5) HOMEWORK - STUDY YOUR NOTES FOR CHAPTER 2 TO BEGIN PREPARING FOR YOUR CHAPTER 2 TEST.

Objectives:  I can explain Newton's Second Law of Motion. I can describe how centripetal force affects circular motion. I can define Newton's third law of motion. I can explain the law of conservation of momentum.


1) Who's here?
2) Happy Monday
3) Class Opener -  Define "acceleration";  If the net force is 25N to the right, and there is a force of 135N to the right, what is the missing force on the object ?N to the left?
4) Lesson 2.2 - Complete the Newton's First Law of Motion Station Lab - students will complete the Newton's Law of Motion Station Lab and we will check the lab questions after students complete their lab.  If absent, you will need to complete the lab upon your return to class.
5) Lesson 2.3 and 2.4 - students will begin taking notes on Lesson 2.3 - Newton's Second Law.  We will complete notes in class tomorrow.  If absent, get the notes you missed from Google classroom, or a classmate.
6) Wrap up - class voted to move test to this Thursday covering Chapter 2.
7) HOMEWORK - STUDY YOUR LESSON 2.1 AND 2.2 NOTES AS YOU GET READY TO TAKE YOUR CHAPTER 2 TEST ON THURSDAY.

Objectives:  All learning objectives for Lesson 2.2 - Newton's First Law of Motion.


1) Who's here?
2) Class Opener - Lesson 2.2 Quiz
3) Lesson 2.2 Quiz - Students will take their Lesson 2.2 Newton's First Law of Motion Quiz.  (if absent, your quiz has been sent to the Wednesday School file.  If other arrangements are needed, please let Mrs. Hardy know.)
4) Newton's Law of Motion Station Lab - students will work with lab partners to complete lab stations 1 - 5 covering different aspects of Newton's Law of Motion - Inertia. 
If absent, you will need to make up this lab when you return to school, or you can complete an alternative assignment covering the same material.  You will need to discuss with Mrs. Hardy.
5) Thursday Class work - students turned in their completed classwork from Thursday's class and turned in their completed weekly Class Opener daily assessments.  (If absent, you will need to turn in your completed assignments when you return to class.)
6) HOMEWORK - NONE.  REMINDER THAT THE CHAPTER 2 NEWTON'S LAWS OF MOTION TEST WILL BE NEXT WEDNESDAY.

Objectives:  Learning objectives for Lesson 2.1 and Lesson 2.2 of chapter 2 Newton's Laws of Motion


1) Who's here?
2) Class Opener - None - Mrs. Hardy is out sick.
Lesson 1 - Students will read pages 45 - 50 and complete the lesson review questions #s 1 -5 in their science binder.
Lesson 2 - Students will then read pages 53 - 58 and complete the Lesson 2 Review Questions 1 - 6 in their science binder. 
Lesson 1 and Lesson 2 vocabulary terms - students will then write and define ALL vocabulary terms for Lesson 1 and Lesson 2 in their science binders.
3) Wrap Up - quiz tomorrow covering Lesson 2.2 Newton's First Law of Motion
4) HOMEWORK - STUDY LESSON 2.2 NOTES - QUIZ TOMORROW COVERING THE MATERIAL.

Objectives:  I can explain Newton's first law of motion. I can explain how motion is related to balanced and unbalanced forces. I can describe the effect inertia has on motion of an object.


1) Who's here?
2) Class Opener - Students will answer the following questions:  "What SI unit is used to measure force?" "Define NET FORCE" and "How is net force calculated?" on their daily assessment class opener page.
3) Lesson 2.2 - Newton's First Law of Motion - Students will complete their class notes covering the material for Lesson 2.2, During class notes, there will be class discussions, teacher demo's - Hex screaming balloon vs Penny balloon, and learning videos to relate to the material being covered. 
4) Wrap Up - reminder about the lab tomorrow, Lesson 2.2 Quiz will be FRIDAY
5) HOMEWORK - BRING SCIENCE BINDERS, CALCULATOR, AND TEXTBOOK TO CLASS.

Objectives:  I can explain Newton's first law of motion. I can explain how motion is related to balanced and unbalanced forces. I can describe the effect inertia has on motion of an object.


1) Who's here?
2) Class opener - Newton's First Law of Motion - video and students will watch the video and then write a description of Newton's First Law of Motion in their own words.
3) Kahoot Review - students will review Lesson 2.1 Gravity and Friction before taking their Lesson 2.1 quiz.
4) Lesson 2.1 Quiz - students will take their quiz.  If absent, your quiz will be sent to Wednesday School to the quiz/test folder.  If you need other arrangements, please let Mrs. Hardy know.
5) Lesson 2.2 - Newton's First Law of Motion - students will complete a class opener at the beginning of taking notes and will then take class notes on lesson 2.2.  Students will stop at Net Force after completing Net Force practice problems in their notes.
5) Wrap Up - students will be told what to expect for this week and will be informed that a test covering Chapter 2 Laws of Motion will be given next Wednesday.
6) HOMEWORK - NONE. STUDY ALL NOTES GIVEN IN CLASS TODAY.

Objectives:  I can describe and give an example of contact forces and noncontact forces. I can define the law of universal gravitation. I can explain how friction affects the motion of two objects sliding past each other.


1) Who's here?
2) Welcome back from spring break - roll question - What was your favorite part of your break?
3) Happy Monday video
4) Class Opener - 3rd period - gravity and friction video, 4th period - Recap Wrap Up Questions
5) Lesson 2.1  - Gravity and Friction - students will review their lesson 2.1 notes covering gravity and friction through class discussion, watching a friction and gravity video, and completing the Gravity and Friction Crossword Puzzle and vocabulary matching activity page (if absent, you can get this from Ms. Hardy when you return to class)
6) HOMEWORK - STUDY LESSON 2.1 GRAVITY AND FRICTION NOTES - SHORT QUIZ TOMORROW ON LESSON 2.1 MATERIAL

Objectives:  I can describe and give an examples of contact forces and noncontact forces. I can define the law of universal gravitation. I can explain how friction affect the motion of two objects sliding past each other. 


1) who's here?
2) Class opener - What are 3 take-aways you have from the Theme Park Physics STEM Expedition?  Dislikes?  Likes?
3) Chapter 2 - The Laws of Motion - students will complete the Lesson 2.1 Gravity and Friction notes.  During notes students will watch a Mythbusters video and will have class discussions about the material being covered.
4) 3rd period - a Kindness discussion and Because I said I would - promises kept will be covered for today's life lesson.
4) 4th period - kindness discussion
5) Wrap Up - Recap Wrap Up questions will be completed by all students for their daily wrap up assessment.
6) HOMEWORK - NONE. HAVE A FUN, RESTFUL, AND SAFE SPRING BREAK!

Objectives:  All learning objectives for Theme Park Physics.  Learning objectives for Chap 2 - The Laws of Motion.


1) Who's here?
2) Class Opener - Measuring with metric. Students will practice reading a meter stick and measuring using meters and centimeters - will measure length of shoe, height, and the diameter of their binder.
3) Theme Park Physics - complete all entries in the logbook and turn in.
4) Chapter 2 - The Laws of Motion -  Students will begin taking notes on Lesson 2.1 Gravity and Friction. During notes we will have class discussion and relate the material to students daily lives.
5) Wrap Up
6) HOMEWORK - NONE

Objectives:  All learning objectives for Theme Park Physics STEM Expedition.


1) Who's here?
2) Class Opener - none
3) 3rd period - complete logbooks,  study
4th period - complete roller coaster experiments, calculations, and logbook entries
4) wrap up - bring books tomorrow.
5) HOMEWORK - none

Objectives:  Complete all learning objectives for Theme Park Physics STEM Expedition.


1) Who's here?
2) Happy Monday
3) Class Opener - NONE
4) Theme Park Physics STEM Expedition - students will work with their partners and individually to double check their entries and calculations for their six Destinations before turning in their completed logbooks.  (if absent, you will be given the opportunity to complete your entries when you return to class.)
5) Wrap Up - 2 Takeaways from this expedition - students will discuss and share what they learned and what they took away from their experience with this STEM expedition.
6) HOMEWORK - NONE

Objectives:  All learning objectives for Theme Park Physics STEM expedition.


1) Who's here?
2) Class Opener - coaster calculations check 
3) Destination 6 - Theme Park Physics STEM Expedition - Students will be given the opportunity to check their STEM logbook experiments, reevaluate and complete all entries in their individual logbooks.  (If absent, you will need to make sure to complete your logbook entries by next Tuesday, 3/5/24. )
4) Roller Coaster Presentations - Students will complete all Roller Coaster Presentations and will be graded using the provided Roller Coaster grading rubric. 
5) Wrap Up - students will be told what to expect for next week's class - Bring your Physical iScience textbook, science binder, and a calculator.
6) HOMEWORK - NONE!  SO PROUD OF EACH OF YOU AND YOUR HARD WORK DESIGING YOUR ROLLER COASTERS.

Objectives:  All learning objectives for Theme Park Physics STEM expedition.

1) Who's here?
2) Class Opener - Coasters check - thrill elements and calculations, Roller coaster kit checks
3) 3rd Period - Each group will set up and present their Roller Coasters and will follow the provided grading rubric for their 50 pt presentation (IF ABSENT, YOU WILL NEED TO MAKE THIS UP BEFORE SCHOOL OR MAKE OTHER ARRANGEMENTS WITH MRS. HARDY. THIS COUNTS FOR 50 PTS OF YOUR TEST GRADE. MUST BE COMPLETED BEFORE NEXT TUESDAY).
4th period - groups begin to finalize their design and test their coasters with their groups. Groups will complete their Roller Coaster Presentations tomorrow.
4) HOMEWORK - none

Objectives:  All learning objectives for Theme Park Physics STEM Expedition.

1) Who's here?
2) Class Opener - Test
3) Theme Park Physics STEM Expedition - Students will take their final written test covering destinations 1 - 6 of Theme park physics. The other 50 points of the test will be the final roller coaster design and presentation.
4) Wrap UP - finalize roller coaster design
5) HOMEWORK - NONE.

  bjectives:  All learning objectives for Theme Park Physics STEM Expedition.


1) Who's here?
2) Class opener - Test Review
3) Theme Park Physics STEM Expedition - Students will check and correct their Theme Park Physics Final Test Study Guide.  
4) Kahoot Review game - students will complete with their classmates to answer questions about the material on their upcoming test tomorrow.
5) Wrap Up - reminder of the rest of the nine weeks - material that will be covered and grades that will be completed by March 6th.
6) HOMEWORK - STUDY FOR THE THEME PARK PHYSICS FINAL WRITTEN TEST - WILL BE GIVEN TOMORROW.

Objectives:  All learning objectives for Theme Park Physics STEM expedition.

1) Who's here?
2) Class Opener - none
3) Theme Park Physics STEM expedition  study guide - students will complete their study guide for their written portion of their test.
4) Wrap Up - study to prepare for test Wednesday.
5) HOMEWORK - COMPLETE STUDY GUIDE IF NOT COMPLETED IN CLASS, OR IF ABSENT.  STUDY NOTES TO PREPARE FOR TEST WEDNESDAY.

Objectives:  All learning objectives for Theme Park Physics STEM expedition.
1) Who's here?
2) Class Opener - none
3) 3rd Period - Chapter 2 The Laws of Motion Lessons 1 - 3 reading science notebook packet .  If absent, please see Mrs. Hardy when you return to make up the work.
4th period - students will continue to work on Destination 6 - Roller coasters
4) Wrap up - 3rd period - turn in completed chapter 2 packets. 
5) HOMEWORK -  STUDY YOUR DESTINATIONS 1 - 6 NOTES TO PREPARE FOR TEST ON NEXT WEDNESDAY.

Objectives:  All learning objectives for destination 5 and 6.

1) Who's here?
2) Class Opener
3) Destination 5 - students not finished with D5 will work with their partners to complete all steps and pages in their Theme park physics logbook.
4) Destination 6 - students will begin completing destination 6. Students will take class notes, join their roller coaster groups and will complete a design to start their building process. Student groups' design will need to include all elements of their roller coaster that meets the criteria and constraints.
5) Wrap up - timeline and what work is left to do until the test next Wednesday, 2/28
6) HOMEWORK - STUDY ALL NOTES TO PREPARE FOR TEST NEXT WEDNESDAY 

Objectives:  I can explain how energy is conserved in a system. I can determine an object's potential and kinetic energy. I can follow criteria and constraints to solve an engineering problem. I can create a model according to a specified plan.


1) Who's here?
2) Class Opener -1) Calculate speed for a cyclist that goes 20 miles for 4 hours. 2) What is the kinetic energy of a 0.8kg soccer ball that moves at a velocity of 10 m/s?
3) Destination 5 - Family rides - students will complete their energy conversion experiment on page 14 of their Theme Park Physics logbook. Students will complete conversion calculations conclusion questions, work on their roller coaster design and complete their KWL.
Destination 6 - Roller Coaster - Students will take destination 6 class notes on Synergy Pitsco, complete page 16 in their logbooks, join a roller coaster design group and create a coaster plan on page 17 of their logbook with their groups, Complete the create the coaster experiment on page 18, and complete the final page 19 of the destination.
4) Wrap Up - test next Wednesday, review in class on Tuesday
5) HOMEWORK - be studying your Destinations notes

Objectives:  All learning objectives for Theme Park Physics STEM Expedition.  


1) Who's Here?
2) Happy Monday video? 
3) Class Opener - What are the formulas and final units for:  Work? Speed? Potential Energy? Kinetic Energy? 
4) Destination 5 - Family Rides - Students will complete their experiment, calculations, updated roller coaster design, and KWL 
Destination 6 - Roller Coaster - Students will complete their class notes, experiment, calculations, design, and testing of their roller coaster.
5) Wrap Up - Test has been moved to next Wednesday.  Written portion will be on Wednesday and the final roller coaster will be constructed and presented per group on next Thursday. 
6) HOMEWORK - study your notes for destinations 1 - 6 to begin preparing for your final coaster design and your written test.

Objectives:  All learning objectives for Destinations 5 - 6 of Theme Park Physics STEM expedition.


1) Who's here?
2) Class Opener - Destination 5 notes check
3) 3rd Period - Finish all portions of Destination 5, begin Destination 6 - Roller Coaster - class notes, calculations, and roller coaster groups assigned, and final roller coaster design.
4th period - STEM partner groups shared their Destination 5 Spinning Rides experiment, results, and conclusion with the class, Completed Curves, banks, and loops and the KWL for D5; Destination 6 - Roller Coaster - students will begin taking class notes for the final destination.
4) Wrap Up - reminder that written test on vocabulary and word problems calculating potential energy, kinetic energy, work, speed,  frictional energy and % friction  will be this coming Wednesday - February 21st.  And, roller coaster group presentation will be on Thursday, February 22nd.
5) HOMEWORK - start studying for your test next week.

Objectives:  All learning objectives for Destination 4 and 5.

1) Who's here?
2) Class Opener - None.
3) 3rd period - students will complete their destination 4 spinning rides, and students will begin Destination 5 Family rides. Students will take D5 Class notes, set up and perform their D5 experiment and perform the necessary calculations and complete all necessary Theme Park Physics Logbook entries.
4th period - Students will complete their D4 experiments and complete their logbook entries. Groups that complete D4 will move to D5 to begin taking class notes and performing the experiment. 
4) Wrap Up - students will be given timeline for the rest of this week and next - written test covering Destinations 1 - 6 will be next Wednesday -worth 50 pts of test; Final Roller Coaster designs and measurements must be completed and presented by next Thursday, 2/29 in class - worth 50 pts of test. 
5) HOMEWORK - BEGIN STUDYING ALL NOTES FOR DESTINATIONS TO PREPARE FOR YOUR TEST NEXT WEEK - WEDNESDAY.

Objectives:  I can explain the difference between centripetal and centrifugal force.
- I can plan and conduct a valid scientific experiment- I can ask relevant questions and I can imagine solutions to an engineering problem.


1) Who's here?
2) Class Opener - 3rd Period - Destination 5 - Family Rides - Intro, 4th period - Spinning Rides Notes check
3) 3rd Period - students worked to complete their KWL and Curves, Loops, and Banks for Destination 4. Students will then begin Destination 5 - Family Rides. Students will take class notes on D5, set up and perform the experiment and then will perform the calculations for total energy, potential energy, kinetic energy, frictional energy, and % frictional energy. This will continue into tomorrow's class.
4th Period - students worked to complete their Destination 4 - Spinning Rides experiment procedure, results, and conclusion for their Pitsco Park experiment. Each group will design their own experiment. Students will also give peer reviews for other groups' experiment procedures. Students will then complete the KWL, and Curves-Loops-and Banks for D4.  Students will move on to Destination 5 Family Rides once D4 is completed.
4) Wrap Up - there will be a quiz Friday covering D4 and D5 class notes.  All energy calculation problems from D4 and D5 will be on the quiz.
5) HOMEWORK - STUDY YOUR NOTES TO PREPARE FOR YOUR QUIZ ON FRIDAY.

Objectives:  I can explain the difference between centripetal and centrifugal force.
- I can plan and conduct a valid scientific experiment
- I can ask relevant questions and I can imagine solutions to an engineering problem.

1) Who's here?
2) Class Opener - Destination 4 - Spinning Rides Notes Check
3) Destination 4: Spinning Rides - Students will complete their Class Notes, write and perform their Spinning Rides Experiment - students will peer review other student groups' procedures to make sure the steps are clear and concise, easy to follow, and repeatable. Students will then record their experiment results and complete their conclusion - all on page 14 of their Theme Park Physics STEM expedition logbook.  (If absent, you will need to make up this experiment outside of class time with Mrs. Hardy .)
4) Wrap Up - there will be a quiz this Friday covering Destinations 4 and 5.  Begin studying now.
5) HOMEWORK - STUDY DESTINATION 4 NOTES TO PREPARE FOR FRIDAY'S QUIZ.

Objectives:  I can explain the difference between centripetal and centrifugal force. I can plan and conduct a valid scientific experiment. 

1) Who's here?
2) Happy Monday Video
3) Class Opener - Define Kinetic energy and potential energy.  Answer the question- "How does HEIGHT relate to an object's potential energy?"
4) Destination 4 - Spinning Rides - Students will continue to complete their Destination 4 Class notes, design and conduct an experiment to determine what factors affect centripetal and centrifugal force. Students will collect data from their experiment, analyze the data, report the results and make conclusions based on their findings.
5) Wrap Up - make sure to complete your Destination 4 - we will have a notes check tomorrow and student STEM groups will share and present their Spinning Rides experiment results and conclusions.
6) HOMEWORK - STUDY YOUR DESTINATION 4 NOTES.  BE THE KIND FORCE IN SOMEONE'S WORLD TODAY. 

Objectives:  Centripetal forces and spinning rides

1) Class Opener - Review Spinning Rides
2) Destination 4: Spinning Rides - work on class notes, designing, and testing the spinning ride experiment
3) Career Connection - STEM - guest speaker - Mr. Hardy
4) Wrap Up - 2 take aways from today's class
5) HOMEWORK - NONE.  BE KIND - ALWAYS!

IF ABSENT, YOU ONLY NEED TO BE PREPARED TO WRITE AND PERFORM YOUR SPINNING RIDE EXPERIMENT ON MONDAY.

Objectives:  Spinning Rides and connection to Experiment Design 

1) Who's here?
2) Class Opener - Experiment Design Packet 
3) Experiment Design Recap Packet - As students prepare to complete their Destination 4: Spinning Rides for their Theme Park Physics Expedition, they must be able to properly design, write, execute, conclude, and report their experiment. Students will review experiment design, material lists, and writing proper procedures.  
4) Wrap Up - what to expect for tomorrow's class.
5) HOMEWORK - NONE

Objectives: All learning objectives for Theme Park Physics Destinations 1 - 3.

1) Who's here?
2) Class Opener - None - Test
3) Theme Park Physics - Destinations 1 - 3 Test - students will take their test covering the first 3 destinations of their STEM expedition Theme Park Physics
4) Destination 4:Spinning Rides - students will be allowed to silently work with their partners and independently to start their destination 4 on spinning rides.
5) Wrap Up - turn in logbook for checks
6) HOMEWORK - NONE. 

Objectives:  All learning objectives for Theme Park Physics Destinations 1 - 3.

1) Who's here?
2) Class Opener - check Theme Park Physics Logbooks and check Destinations 1 - 3 notes.
3) Theme Park Physics Destinations 1 - 3 Study Guide - students will work independently to complete a study guide covering destinations 1 - 3 of Theme Park Physics. Students that are absent will need to print a copy of the document from Google Classroom, or come see Mrs. Hardy to get a copy to complete.  It is for a daily grade.
4) Review - Students will check and correct their Destinations 1 - 3 study guide answers against a provided answer key.  At this time, students will be asked questions about the material and they will be given the opportunity to ask their own questions.  Kahoot review game - students will login to Kahoot and compete with their classmates to answer questions about energy, work, and force as related to our Theme park physics STEM expedition.
5) Wrap Up - Reminder of a before school study session with Mrs. Hardy - tomorrow morning - Wednesday from 7:15 - 7:50 in her biology classroom down the hallway. 
6) HOMEWORK - STUDY YOUR NOTES DESTINATIONS 1 - 3 (THIS INCLUDES THE DESTINATION 2 SPEED AND VELOCITY NOTES), QUIZZES, AND LOGBOOKS TO PREPARE FOR YOUR TEST TOMORROW.  TEST FORMAT IS WRITTEN ON THE STUDY GUIDE. 

Objectives:  All learning objectives for Theme Park Physics Destinations 1 - 3.  

1) Who's here?
2) Happy Monday Video
3) Class Openers - what is the formula for calculating the following:  Work?   Average Speed?  Potential Energy? and Kinetic Energy? 
4) Destinations 2 and 3 - make sure all notes are checked and complete. Make sure pages 7 - 11 are completed in your Theme Parks Physics logbook.  (IF ABSENT YOU WILL NEED TO COME AND MAKE UP ANY MISSED PARTNER WORK/ EXPERIMENTS WITH MRS. HARDY BEFORE OR AFTER SCHOOL.)
5) Destination 4 - Spinning Rides - Students will work to complete their notes and experimental design review. 
6) HOMEWORK - BEGIN STUDYING.  TEST COVERING DESTINATIONS 1 - 3 ON WEDNESDAY.  

Objectives:   I can calculate kinetic energy, I can conduct an experiment to determine the relationship between an object's velocity and its kinetic energy.


1) Who's here?
2) Class Opener - Define kinetic energy.  What are the SI units that KE is measured in?  Calculate the KE for this problem:  A ball with a mass of 15kg rolls down the hallway at 10 m/s.  Calculate the maximum KE for the ball as it was rolling.
Students will complete their class opener.  We will go over the answer and this will give students time to ask questions and to check and correct their responses.
3) Destination 3 - High-Speed Thrill Rides - Students will work individually and with their partners to complete destination 3- KE experiment, KE calculations, KE conclusions, KWL, and the Roller Coaster Engineering design - pages 7 - 11 in the Theme Park Physics logbook for all portions of D3.
While students are completing their graphs, experiments, conclusions, etc., Mrs. Hardy will be going to each group to check for correct calculations for KE and will  provide feedback and guidance where necessary.
4) Destination 4 - Spinning Rides - Students will be instructed to move into the Class Notes portion of their D4 Task 1.  This will help get them ready for next week.
5) Wrap Up - Recap of the purpose, meaning, vocabulary terms, and formulas for D1 - D3.  Also, there will be a test covering Destinations 1 - 3 next Wednesday.  Students will be given review guides and will complete summary pages in class to help prepare them for their test.  We will also review the material in class Tuesday.
6) HOMEWORK - ALWAYS LOOK OVER YOUR CLASS NOTES EVERYDAY.  BE KIND TO SOMEONE AND PICK UP SOME LITTER THIS WEEKEND.  SPREAD JOY. 

Objectives:  I can calculate kinetic energy, I can conduct an experiment to determine the relationship between an object's velocity and its kinetic energy.


1) Who's here?
2) Class Opener - 3rd period - make hearts, meet and greet, seating chart; 4th period - Kinetic Energy demo on the board by Mrs. Hardy
3) Destination 2 - Free-Fall Rides - Students will double check their Theme Park Physics logbook and ensure the completion of PE experiment, conclusions, KWL, and Coaster Engineering Design plan
Destination 3 - Students will complete their Class Notes on D3 - High-Speed Thrill Rides for Task 1. Students will then complete the KE Experiment, Calculations, Conclusions, KWL, and another Coaster Engineering Design plan to follow up from D2
4) Wrap Up - what to expect for tomorrow's class and next week. - there will be logbook checks for Destinations 1 - 3 next week.
5) HOMEWORK - NONE.  

Objectives:  I can calculate kinetic energy, I can conduct an experiment to determine the relationship between an object's velocity and its kinetic energy.


1) Who's here?
2) Class Opener - NONE - quiz today.
3) Destination 2 - Complete all tasks - Speed and velocity notes, KWL, coaster design
4) Destination 3 - High-Speed Thrill Rides - intro to destination 3, take class notes, KE experiment- begin completing pages 7 - 11 in your logbook
5) Wrap -up - 2-minute recap of class material
6) HOMEWORK - none.  Be kind and spread joy.  

Objectives:  All learning objectives for Destination 2 - Free-Fall Rides.

1) who's here?
2) Class Opener - Define potential energy, what SI units is PE measured in?, Explain the formula for calculating PE = m x g x h
3) Destination 2 - Free-Fall Rides - Students will complete their PE Conclusions graphs and questions for their PE Experiments, complete the Speed and Velocity notes, KWL for D2 on page 20, and complete their Coaster design ideas at this point in the expedition. Students will do a notes check for their D2 Free Fall Rides notes and 3rd period will check Speed and Velocity, 4th period will check their Speed and Velocity tomorrow.
4) Wrap up - prepared the spinning rides for Destination 4. Discussed how to prepare for the quiz tomorrow
5) HOMEWORK - STUDY DESTINATION 2 FREE FALL RIDES CLASS NOTES TO PREPARE FOR QUIZ TOMORROW.

Objectives:  I can explore potential energy. I can conduct a potential energy experiment. I can continue the process of engineering a roller coaster.


1) Who's here?
2) Class Opener - Photogate velocity meter - Set up velocity meter. Velocity is measured in what units?  How will we use the velocity meter in our Destination 3 High-Speed Thrill rides?
3) Happy Monday video 
4) Destination 2 - Free-Fall Rides - Students will complete a class notes check (completed today in 3rd period, will complete on Tuesday in 4th period). Students will also complete their potential energy experiment vs height, mass, and speed, graph the conclusions, and answer the conclusion questions on page 4 - 5 in their Theme Park Physics logbook. After completing the PE Experiment and PE Conclusions for Task 1 of D2, students will go to Task 2 Roller Coaster controlled fall and will add information for D2 to their KWL charts in their logbooks(pg 20), and will also work on their roller coaster design engineering process and document their ideas, thoughts, etc. on page 6 in their logbook.
5) Wrap Up - reminder to complete the Speed and Velocity Notes for Destination 2 - will not be on this week's quiz, will be on next week's. 
6) HOMEWORK - BEGIN STUDYING FOR YOUR DESTINATION 2 FREE-FALL RIDES QUIZ COVERING THE CLASS NOTES. QUIZ WILL BE ON WEDNESDAY.  

Objectives:  I can explore potential energy. I can conduct a potential energy experiment. I can continue the process of engineering a roller coaster.


1) Who's here?
2) Class Opener - None - quiz
3) Destination 1 Transport Rides Quiz- Students will take a 10 pt quiz covering Destination 1 Class Notes.
4) Destination 2 - Free-Fall Rides - Students will work with their STEM lab partner to complete Tasks 1 and 2 of Destination 2.  Students that do not complete both tasks will work on completing each on Monday.  Students will be investigating and experimenting with Storing Potential Energy and its relationship to height. 
5) Wrap Up - what to expect next week.
6) HOMEWORK - None.  Be kind to yourself and all others around you. Always study your Class Notes and stay prepared for upcoming classes.

Objectives:  I can explore potential energy. I can conduct a potential energy experiment. I can continue the process of engineering a roller coaster.


1) Who's here?
2) Class Opener - None - quiz
3) Destination 1 Transport Rides Quiz- Students will take a 10 pt quiz covering Destination 1 Class Notes.
4) Destination 2 - Free-Fall Rides - Students will work with their STEM lab partner to complete Tasks 1 and 2 of Destination 2.  Students that do not complete both tasks will work on completing each on Monday.  Students will be investigating and experimenting with Storing Potential Energy and its relationship to height. 
5) Wrap Up - what to expect next week.
6) HOMEWORK - None.  Be kind to yourself and all others around you. Always study your Class Notes and stay prepared for upcoming classes.

Objectives:  I can explore potential energy. I can conduct a potential energy experiment. I can continue the process of engineering a roller coaster.


1) Who's here?
2) Class Opener - None - quiz
3) Destination 1 Transport Rides Quiz- Students will take a 10 pt quiz covering Destination 1 Class Notes.
4) Destination 2 - Free-Fall Rides - Students will work with their STEM lab partner to complete Tasks 1 and 2 of Destination 2.  Students that do not complete both tasks will work on completing each on Monday.  Students will be investigating and experimenting with Storing Potential Energy and its relationship to height. 
5) Wrap Up - what to expect next week.
6) HOMEWORK - None.  Be kind to yourself and all others around you. Always study your Class Notes and stay prepared for upcoming classes.

Objectives:  I can explain the relationship between work and energy. I can begin the process of engineering a roller coaster. I can explore potential energy. I can conduct a potential energy experiment using roller coaster height and PE.

1) Who's here?
2) Class Opener - Convert measurements of kilograms to grams. 25 kg = __?___g.  Use the conversion factor 1 kg = 1000g to complete the conversion. 
3) Theme Park Physics STEM Expedition - Students will complete Destination 1: Transport Rides Tasks 1 and 2. After completing D1, students will begin exploring Destination 2: Free-Fall Rides - Task 1 Potential Fun.  Students will complete notes and practice calculating Potential energy using mass, acceleration, and height.
4) Wrap Up - reminder to study your Destination 1 Transport Ride notes to prepare for your quiz tomorrow on the D1 notes.  
5) HOMEWORK - STUDY ALL DESTINATION 1 TRANSPORT RIDE NOTES TO PREPARE FOR YOUR QUIZ TOMORROW.  WILL BE MATCHING AND SHORT ANSWER.

Objectives:  I can explain the relationship between work and energy. I can begin the process of engineering a roller coaster. I can explore potential energy. I can conduct a potential energy experiment using roller coaster height and PE.

1) Who's here?
2) Class Opener - Convert measurements of kilograms to grams. 25 kg = __?___g.  Use the conversion factor 1 kg = 1000g to complete the conversion. 
3) Theme Park Physics STEM Expedition - Students will complete Destination 1: Transport Rides Tasks 1 and 2. After completing D1, students will begin exploring Destination 2: Free-Fall Rides - Task 1 Potential Fun.  Students will complete notes and practice calculating Potential energy using mass, acceleration, and height.
4) Wrap Up - reminder to study your Destination 1 Transport Ride notes to prepare for your quiz tomorrow on the D1 notes.  
5) HOMEWORK - STUDY ALL DESTINATION 1 TRANSPORT RIDE NOTES TO PREPARE FOR YOUR QUIZ TOMORROW.  WILL BE MATCHING AND SHORT ANSWER.

Objectives:  I can explain the relationship between work and energy. I can begin the process of engineering a roller coaster. I can explore potential energy. I can conduct a potential energy experiment using roller coaster height and PE.

1) Who's here?
2) Class Opener - Convert measurements of kilograms to grams. 25 kg = __?___g.  Use the conversion factor 1 kg = 1000g to complete the conversion. 
3) Theme Park Physics STEM Expedition - Students will complete Destination 1: Transport Rides Tasks 1 and 2. After completing D1, students will begin exploring Destination 2: Free-Fall Rides - Task 1 Potential Fun.  Students will complete notes and practice calculating Potential energy using mass, acceleration, and height.
4) Wrap Up - reminder to study your Destination 1 Transport Ride notes to prepare for your quiz tomorrow on the D1 notes.  
5) HOMEWORK - STUDY ALL DESTINATION 1 TRANSPORT RIDE NOTES TO PREPARE FOR YOUR QUIZ TOMORROW.  WILL BE MATCHING AND SHORT ANSWER.

Objectives:   
- I can explain the
relationship between work and energy.


-  I can calculate work.


-  I can conduct a valid
scientific experiment and draw conclusions from the experiment results.


- I can begin the
process of engineering a roller coaster.

1) Who's here?
2) Class Opener - Monday - Test- None, Tuesday - None, Wednesday - Define work, energy, and force.  Give the SI units for each.
3) Theme Park Physics STEM Expedition:   Destination 1: Transport Rides - Students will work with their partners to analyze three different roller coaster materials. Students will hypothesize about each material, set-up, experiment, collect and record data, and will then analyze the data to make conclusions about the roller coaster materials. (IF ABSENT, THIS MUST BE MADE UP WITH MRS. HARDY BEFORE SCHOOL OR DURING YOUR STUDY HALL IF IT MATCHES MRS. HARDY'S FREE PERIODS.)
4) Wrap up - at the conclusion of Task 1 for Destination 1, students will be asked questions about their experiment and we will share and discuss as a class.  Students will also be told to begin studying their Destination 1 - Transport Rides notes to prepare for a quiz that will be this Friday.
5) HOMEWORK - NONE. BEGIN STUDYING YOUR CLASS NOTES FOR THEME PARK PHYSICS DESTINATION 1 - TRANSPORT RIDES - QUIZ WILL BE FRIDAY.

Objectives:   
- I can explain the
relationship between work and energy.


-  I can calculate work.


-  I can conduct a valid
scientific experiment and draw conclusions from the experiment results.


- I can begin the
process of engineering a roller coaster.

1) Who's here?
2) Class Opener - Monday - Test- None, Tuesday - None, Wednesday - Define work, energy, and force.  Give the SI units for each.
3) Theme Park Physics STEM Expedition:   Destination 1: Transport Rides - Students will work with their partners to analyze three different roller coaster materials. Students will hypothesize about each material, set-up, experiment, collect and record data, and will then analyze the data to make conclusions about the roller coaster materials. (IF ABSENT, THIS MUST BE MADE UP WITH MRS. HARDY BEFORE SCHOOL OR DURING YOUR STUDY HALL IF IT MATCHES MRS. HARDY'S FREE PERIODS.)
4) Wrap up - at the conclusion of Task 1 for Destination 1, students will be asked questions about their experiment and we will share and discuss as a class.  Students will also be told to begin studying their Destination 1 - Transport Rides notes to prepare for a quiz that will be this Friday.
5) HOMEWORK - NONE. BEGIN STUDYING YOUR CLASS NOTES FOR THEME PARK PHYSICS DESTINATION 1 - TRANSPORT RIDES - QUIZ WILL BE FRIDAY.

Objectives:   
- I can explain the
relationship between work and energy.


-  I can calculate work.


-  I can conduct a valid
scientific experiment and draw conclusions from the experiment results.


- I can begin the
process of engineering a roller coaster.

1) Who's here?
2) Class Opener - Monday - Test- None, Tuesday - None, Wednesday - Define work, energy, and force.  Give the SI units for each.
3) Theme Park Physics STEM Expedition:   Destination 1: Transport Rides - Students will work with their partners to analyze three different roller coaster materials. Students will hypothesize about each material, set-up, experiment, collect and record data, and will then analyze the data to make conclusions about the roller coaster materials. (IF ABSENT, THIS MUST BE MADE UP WITH MRS. HARDY BEFORE SCHOOL OR DURING YOUR STUDY HALL IF IT MATCHES MRS. HARDY'S FREE PERIODS.)
4) Wrap up - at the conclusion of Task 1 for Destination 1, students will be asked questions about their experiment and we will share and discuss as a class.  Students will also be told to begin studying their Destination 1 - Transport Rides notes to prepare for a quiz that will be this Friday.
5) HOMEWORK - NONE. BEGIN STUDYING YOUR CLASS NOTES FOR THEME PARK PHYSICS DESTINATION 1 - TRANSPORT RIDES - QUIZ WILL BE FRIDAY.

Objectives:  I can  energy, force, and work.  I can calculate work using force and distance.

1) Who's here?
2) Happy Monday video 
3) Theme Park Physics STEM Expedition - Students will work with their STEM bench partners to complete a pretest. The STEM Expedition will be introduced and the purpose of it will be explained to the students.  Students will also read the purpose and we will have a class discussion.  Students will then work with their STEM partners to complete Destination 1 Task 1 - Transport Rides. 
(IF ABSENT, YOU WILL NEED TO MAKE THIS WORK UP ON YOUR OWN.  SEE MRS. HARDY FOR DETAILED INTSTRUCTIONS.)
4) Wrap Up - students will check their STEM Roller Coaster Bins to make sure all the components are there and that they understand how each will be used.
5) HOMEWORK - NONE. 

Objectives:  I can  energy, force, and work.  I can calculate work using force and distance.

1) Who's here?
2) Happy Monday video 
3) Theme Park Physics STEM Expedition - Students will work with their STEM bench partners to complete a pretest. The STEM Expedition will be introduced and the purpose of it will be explained to the students.  Students will also read the purpose and we will have a class discussion.  Students will then work with their STEM partners to complete Destination 1 Task 1 - Transport Rides. 
(IF ABSENT, YOU WILL NEED TO MAKE THIS WORK UP ON YOUR OWN.  SEE MRS. HARDY FOR DETAILED INTSTRUCTIONS.)
4) Wrap Up - students will check their STEM Roller Coaster Bins to make sure all the components are there and that they understand how each will be used.
5) HOMEWORK - NONE. 

Objectives:  I can  energy, force, and work.  I can calculate work using force and distance.

1) Who's here?
2) Happy Monday video 
3) Theme Park Physics STEM Expedition - Students will work with their STEM bench partners to complete a pretest. The STEM Expedition will be introduced and the purpose of it will be explained to the students.  Students will also read the purpose and we will have a class discussion.  Students will then work with their STEM partners to complete Destination 1 Task 1 - Transport Rides. 
(IF ABSENT, YOU WILL NEED TO MAKE THIS WORK UP ON YOUR OWN.  SEE MRS. HARDY FOR DETAILED INTSTRUCTIONS.)
4) Wrap Up - students will check their STEM Roller Coaster Bins to make sure all the components are there and that they understand how each will be used.
5) HOMEWORK - NONE. 

Objectives:  All learning objectives for Chapter 1 Describing Motion.


1) Who's here?
2) Happy Monday - will be tomorrow
3) Class Opener - NONE
4) Chapter 1 Describing Motion - Students will take their late date, make-up test for Chapter 1 Describing Motion.
5) Wrap up - Students will check their login and passwords for their STEM lab bench desktops, and various students will help check the STEM lab Theme Park Physics lab containers for all necessary supplies.
6) HOMEWORK - None.  Be kind and help someone today. 

Objectives:  All learning objectives for Chapter 1 Describing Motion.


1) Who's here?
2) Happy Monday - will be tomorrow
3) Class Opener - NONE
4) Chapter 1 Describing Motion - Students will take their late date, make-up test for Chapter 1 Describing Motion.
5) Wrap up - Students will check their login and passwords for their STEM lab bench desktops, and various students will help check the STEM lab Theme Park Physics lab containers for all necessary supplies.
6) HOMEWORK - None.  Be kind and help someone today. 

Objectives:  All learning objectives for Chapter 1 Describing Motion.


1) Who's here?
2) Happy Monday - will be tomorrow
3) Class Opener - NONE
4) Chapter 1 Describing Motion - Students will take their late date, make-up test for Chapter 1 Describing Motion.
5) Wrap up - Students will check their login and passwords for their STEM lab bench desktops, and various students will help check the STEM lab Theme Park Physics lab containers for all necessary supplies.
6) HOMEWORK - None.  Be kind and help someone today. 

1) who's here?
2) Chapter 1 Describing Motion Test Review - check and correction of Chap 1 Study Guide (answer key also in chap 1 files), 10 Station review game with partners
3) Wrap up - test moved to Monday.  details for what to expect and how to prepare will be given to students and discussed.  Study your Lesson 1.1, 1.2, and 1.3 notes, your Chapter 1 Study Guide, and read your textbook where needed to clarify the material. Test will be true/false, matching, multiple choice, and short answer.
4) HOMEWORK - STUDY FOR CHAPTER 1 DESCRIBING MOTION TEST - WILL BE MONDAY.

No school - "snow" / ice day

1) who's here?
2) chapter 1 describing motion - 10 minutes review
3) Chapter 1 Describing Motion TEST - students will take their chapter 1 Describing Motion Test
4) HOMEWORK - NONE. BE HAPPY AND DO ONE KIND DEED FOR SOMEONE TODAY.

No school - Snow/ice day

NO SCHOOL - SNOW DAY
CHAPTER 1 STUDY GUIDE ANSWER KEY WILL BE PUT IN THE CHAPTER 1 FILES FOR YOU TO CHECK YOUR ANSWERS BEFORE YOUR TEST WEDNESDAY

NO SCHOOL - SNOW DAY
CHAPTER 1 STUDY GUIDE ANSWER KEY WILL BE PUT IN THE CHAPTER 1 FILES FOR YOU TO CHECK YOUR ANSWERS BEFORE YOUR TEST WEDNESDAY

Objectives:  All learning objectives for chapter 1 Describing Motion.


1) Who's here?
2) CLASS OPENER - students will write NONE in the spot for Friday's class opener. students will turn in their completed weekly class opener page.  (IF ABSENT, YOUR CLASS OPENER PAGE IS DUE THE DAY YOU RETURN TO CLASS).
3) Lesson 1.3 - Acceleration -  3rd period - review of calculating Average acceleration problems.  4th period - students will show Mrs. Hardy their completed Lesson 1.3 Class notes and we will go work Average Acceleration practice problems in the class notes and the 1-4 Acceleration problems from yesterday's class Math Skills Practice paper.
-Students will also go over the different types of speed-time graphs.
4) Chapter 1 Describing Motion Study Guide - students will complete their Chapter 1 Describing Motion Study Guide ( IF ABSENT, YOU CAN FIND THE STUDY GUIDE IN THE CHAPTER 1 DESCRIBING MOTION FILES.  PRINT OUT A COPY AND COMPLETE BEFORE COMING TO CLASS TUESDAY.)
5) wrap up - the chapter 1 test will stay scheduled to be taken on next Wednesday.  If we do not have school Tuesday, 1/16 due to inclement weather, a study guide answer key will be posted Tuesday morning after 7 a.m. for students to use to check and correct their study guide answers.  
 6) HOMEWORK - COMPLETE THE CHAPTER 1 DESCRIBING MOTION STUDY GUIDE.  DETAILS OF TEST FORMAT AND HOW TO PREPARE ARE DESCRIBED IN THE BEGINNING OF YOUR STUDY GUIDE.  START STUDYING YOUR NOTES NOW TO PREPARE FOR YOUR TEST. 

Objectives:  I can define speed.  I can calculate average speed.  I can describe two ways velocity can change.  I can define acceleration.  I can calculate average acceleration. I can identify 3 ways an object can accelerate.  I can describe what a speed-time graph indicates about an object's motion.


1) Who's here?
2) Class Opener - 1) What is the formula for calculating average speed? 2) If an object moves 400m in 80s what is it's average speed?
3) Lesson 1.2 - Speed and Velocity- Students will complete velocity notes and how to use a distance-time graph to interpret what the speed of an object is doing. Students will then work Lesson 1.2 Wrap up questions to determine the average speed for 4 different scenarios. Students will be asked to volunteer to work the problems for the class on the Smart Panel.  We will then go over the problems, as needed.
4) Lesson 1.3 Acceleration - 3rd period - Students will take class notes covering acceleration, three ways an object accelerates, how to calculate average acceleration in m/s2, and how to use a speed-time graph to determine how an object's speed changes over time.
4th period - Students will take notes on acceleration and any notes we do not cover in class will need to be completed for homework using the provided PowerPoint in the Chapter 1 Describing Motion files.
5) Wrap Up - following notes students will share one thing they took away from today's class.
6) HOMEWORK - 3RD PERIOD - NONE' 4TH PERIOD - COMPLETE YOUR LESSON 1.3 ACCELERATION NOTES.

Objectives:  I can define speed. I can calculate average speed. I can explain the two ways velocity can change.

1) Who's here?
2) Class Opener -  Metric Conversion Flashback - Convert 250.03 cm to m, convert 0.0099 m to mm
3) 3rd Period - Students will turn in completed homework - Lesson 1.1 Review Questions 1 - 7.
4) Lesson 1.2 - Speed and Velocity - students will begin taking notes on speed and velocity. Students will use the average velocity (speed) formula using distance and time to determine average velocity/speed. 
5) Wrap Up - reminder that test on chapter 1 Describing Motion is next Wednesday, 1/17.  Be studying your Lesson 1.1 and 1.2 notes NOW. REMINDER TO COMPLETE COMMUNICATION SKILLS QUIZ AND THE WHY ARE REFERENCE POINTS USEFUL LAB - IF NEEDED.
6) HOMEWORK - 4TH PERIOD - READ PAGES 8 - 14 AND COMPLETE LESSON 1.1 REVIEW QUESTIONS 1 - 7.  3RD PERIOD - NO HOMEWORK.

Objectives:  - I can describe how an object’s position depends on its reference point.
- I can distinguish between distance and displacement.- I can describe the position of an object in two dimensions


1) Who's here?
2) Class Opener - Define distance and displacement.  (If ABSENT, MAKE SURE TO COMPLETE THIS CLASS OPENER FOR YOUR TUESDAY.)
3) 3rd Period - reviewed displacement and why it will have different values than distance, with one exception.
4th period - worked through the Distance vs Displacement examples using movement around baseball diamonds
4) Lesson 1.1 Position and Motion Wrap Up Worksheet - students completed the Position and Motion Lesson 1.1 Worksheet to assess their understanding of the material covered. This assessment will be graded for accuracy and completion and is worth 25 pts in the daily grade category.  (IF ABSENT, YOU NEED TO GET A COPY FROM MRS. HARDY OR GO TO THE GOOGLE CLASSROOM FILES FOR CHAPTER 1 - LESSON 1.1 POSITION AND MOTION WRAP UP WORKSHEET).
5) Wrap Up - what to expect the next few classes and a reminder to complete Lesson 1.1 Review problems #s 1 - 7 on page 14 for Homework.
6) HOMEWORK -  read pages 8 - 14 of Chapter 1 in your textbook.  Complete review problems #s 1 - 7 from page 14.

Objectives: - I can describe how an object’s position
depends on its reference point.
- I can distinguish between distance and
displacement.


- I can describe the position of an object
in two dimensions.
1) Who's here?
2) Happy Monday Video - Ellen Vine Cats
3) Class Opener - Topic: Position and Motion, 1) Define position and reference point, 2) Describe your position right now using two dimensions
4) Lesson 1.1 Position and Motion - Students will complete the class notes and during notes will complete visual checks where they apply the meaning and think critically about the terminology and material being covered.
5) Wrap Up - what to bring to class tomorrow, and the Chapter 1 Describing Motion test will be given on Wednesday, January 17th. 
6) HOMEOWORK - BRING YOUR PHYSICAL SCIENCE TEXTBOOK, A CALCULATOR, YOUR SCIENCE BINDER, AND A POSITIVE ATTITUDE FOR CLASS TOMORROW. :)

Objectives:  All communication skills objectives.  I can describe reference point and reference direction.


1) Who's here?
2) Class Opener - NONE - because students will take their Communication Skills Quiz.
3) Quiz - Students will take their STEM Microburst Communication Skills Quiz.  If ABSENT, your quiz will be sent to the test folder for Wednesday morning school to be made up. If this does not work for your schedule, please let Mrs. Hardy know and we will arrange something else.
4) Chapter 1 - Describing Motion - 3rd period  - completed the Using reference point and changing a reference point notes pages.
4th period - reviewed this information.
5) Mini Inquiry Lab - "Why is a Reference Point Useful?" - Students will work with their partners to complete their lab. Students will gather data using two reference points and then complete analysis and conclusion questions. Students will turn in the lab for an accuracy and completion grade.  IF ABSENT, you will need to meet with Mrs. Hardy to schedule a time to make the lab up. You have three class periods from the last day you missed to make this work up.
6) Wrap Up - what to expect for next week.  Chapter 1 test has been set for Wednesday, January 10th.
7) HOMEWORK - none.  Study the notes we have taken for chapter 1. Be kind and spread joy. 

Objectives:  STEM- I can identify communication barriers. I can demonstrate POP technique when communicating. I can describe the correlation between good communication and success. 

Phys Sci - Chapter 1 - Describing Motion - I can describe how an object's position depends on a reference point. I can describe the position of an object in two dimensions. I can contrast distance vs displacement.

1) Who's Here?
2) STEM Communication Skills - Students will complete their Communication Skills Microburst online module and take their Post Assessment in Synergy Pitsco. Students will then play "Color Words" to see how barriers in communication can hinder successful communication. We will then go over the correct responses to the Communication Skills notes page for questions 1 - 8. 
3) Chapter 1 - Describing Motion - Students will complete two Anticipation Set questions about displacement and reference point. Students will then complete Lesson 1.1 Position and Motion class notes through page 11 - The Reference Direction. During notes we will have class discussion and students will complete interactive questions throughout their notes as related to the class material.
4) Wrap Up - what to expect for the Communication Skills quiz tomorrow. Study your Communication Skills notes - questions 1 - 8.
5) HOMEWORK - STUDY TO PREPARE FOR QUIZ.  BRING TEXTBOOK, SCIENCE BINDERS, AND CALCULATOR TO CLASS FRIDAY. WE WILL BE DOING A REFERENCE POINT MINILAB AFTER COMPLETING THE QUIZ.

Objectives:  Communication Skills Microburst - I can identify communication barriers, I can demonstrate POP principle, and I can describe the correlation between good communication and success.

Communication skills are key to success in life and also applicable to our class STEM expeditions. 

1) Who's here?
2) Happy Monday 
3) Class Opener - New Year Resolutions
4) Communication Skills Microburst - Module 3
- students will complete an online communication module lesson and post assessment with their STEM bench partner
- students will complete 8 questions which will serve as their notes on Communication. A quiz will be given on Friday covering this material.
- In-class activity - Color Words - students will call out the COLOR of words written on the Smart Panel and we will discuss how barriers exist when communicating and how to avoid the barriers
5) Wrap up - Think-Pair-Share - students will complete what they think about communication, pair with a partner to discuss, and share one detail with the class
6) HOMEWORK - BRING BOOK, CALCULATOR, COLORED PENCILS, AND SCIENCE BINDER TO CLASS ON THURSDAY. 

none - exam day

none - exam day

none - exams

none - exams

Periods 1st and 4th Exam Day

Periods 1st and 4th Exam Day

Objectives:  All objectives for the semester.

1) Who's here? TO THE STUDENTS WHO DECIDED TO SKIP CLASS WITHOUT PERMISSION AND DECORATE THE SCOTT, YOUR NAME WERE SENT TO MR. GLEASON. YOU ALSO WILL HAVE POINTS DEDUCTED FROM THE CLASS OPENER THAT YOU MISSED. 
2) Class Opener - practice balancing this equation:    Al2O3  ---->  Al     
+      O2   ( IMPORTANT NOTE:  THE 2 FOLLOWING ALUMINUM, THE 3 FOLLOWING OXYGEN, AND THE 2 FOLLOWING THE 2ND OXYGEN LISTED IN THE EQUATION - SHOULD BE SUBSCRIPTS.)
3) Students then turned in their completed Class Opener pages for the week. Reminder - Please take the time to write the date of the week on your Class Opener page.  It is important for your grade being credited for the correct week.  Time is of the essence for all of us. Be mindful of this very simple task. 
4) STEM/ Phys Sci Midterm Exam Study Guide - students will be allowed to begin completing their Exam Study Guide and organizing their class notes.
5) Wrap UP - We will go over what to expect for the exam and how to study to prepare.
6) HOMEWORK - WORK ON THE MIDTERM EXAM STUDY GUIDE. MUST BE COMPLETED BY THE END OF CLASS MONDAY. 

Objectives:  All objectives for Scientific Method.


1) Who's here?
2) Class Opener - none
3) Scientific Method Test
4) Wrap Up - organize notes and all associated paperwork for this semester.
5) HOMEWORK - MAKE SURE TO BEGIN ORGANIZING YOUR NOTEBOOKS TO PREPARE FOR THE SEMESTER MIDTERM EXAM.

Objectives:  All of the scientific method learning objectives.

1) Who's here?
2) Class Opener - Write "Check HW - Identifying parts of an experiment" in the Wednesday class opener spot.
3) Reminder that Friday is the absolute last day to complete any make-up assignments. Students with makeup work were told the availability times and dates this week to meet with Mrs. Hardy and complete work.
4) Scientific Method Review and Candy Graphing Lab Activity - Students will review their HW answers from their Concept 4 - Scientific Method HW and correct them where necessary. Students will then complete their Candy Graphing Activity - students will write a testable hypothesis, count their candy, record the data and determine the percent per color, graph the data in a bar chart and a pie chart, and then will complete the analysis questions.  Work will be turned in tomorrow before the test.
5) Wrap up - reminder to study your notes and work the practice study guide to prepare for the Scientific Method test.
6) HOMEWORK - study Concept 4 notes and complete the Scientific Method Study Guide for test.

Objectives:  I can make qualitative observations, quantitative observations, and inferences about a picture or scenario. I can write a hypothesis and identify the independent variable, dependent variable, constants, control group, and experimental group. I can explain the importance of constants and a control group to an experiment.

1) Who's here?
2) Class Opener - Write a testable hypothesis and identify the independent variable and dependent variable for the following question: "Can playing music while students study have an effect on their test scores?"
3) Scientific Method - Concept 4 - Students will complete the concept 4 notes. During notes students will be engaged in class discussions and complete practice problems throughout the notes. 
4) Lab Candy - students will turn in their lab candy starting today and also tomorrow - worth 5 pts in the HW category.
5) Wrap up - Students will read 4 experiments and will identify the independent variable, dependent variable, control group, experimental group, constants and write a testable hypothesis for each.
IMPORTANT CLASS REMINDERS: **make sure to turn in your Safe Food Destinations 3 and 4 Class Notes pages, last week's class openers page, Safe Food New Evaluation Kitchen Inspection Form, and their completed Safe Food Logbook.
6) HOMEWORK - COMPLETE THE PARTS OF AN EXPERIMENT CLASSWORK

Objectives: I can make qualitative observations, quantitative observations, and inferences about a picture of scenario. I can write a hypothesis and identify the independent variable, dependent variable, constants, control group, and experimental group in an example experiment. I can explain the importance of both constants and a control group to an experiment.


1) Who's here?
2) Happy Monday video
3) Class opener - "What are the 6 steps of the scientific method?" (IF ABSENT, YOU NEED TO COMPLETE THIS QUESTION ON YOUR WEEKLY CLASS OPENER PAGE.)
4) Safe Food Expedition - Turn in completed Destination 3 and Destination 4 Class Notes pages, Safe Food Logbooks, and Outbreak! - Task 2 product - New Kitchen Evaluation Safe Food Handling Inspection Checklist form.  (IF ABSENT, YOU MUST COMPLETE THE WORK BY THIS FRIDAY, 12/8/23.)
5) Concept 4 - Scientific Method - Last concept to be covered for the semester. Students will take notes covering the steps of the scientific method and its components.
6) Wrap Up - what to expect for the rest of the semester - two more test grades - Safe Food Outbreak and Concept 4 Scientific Method
7) HOMEWORK - bring 1 pack of plain chocolate M&Ms or Skittles - 5 pts in the HW grade category.

No class in session.

No class in session.

No class in session.

Objectives:  I can identify the health hazards in a kitchen from a photograph while using a safe food handling inspection checklist.

I can research, evaluate, and create a new inspection form that allows for a more complete inspection of a kitchen for health hazards.

1) Who's here?
2) Class Opener - "What is Task 1 for Destination 4?" "What is Task 2 for Destination 4?"  "What is required for each task to receive my points?"
3) Safe Food Expedition - Destination 4 - Outbreak! - Students will complete Tasks 1 and 2 with their partners. - Task 1 -  Students will perform 4 Safe Food Handling Inspections for 4 different restaurant kitchens to determine which kitchen was the suspect kitchen causing the Outbreak! 
Task 2 - Students will work with their partner to research, evaluate, redesign, and create a new Safe Food Handling Inspection Checklist form and will submit a copy to Mrs. Hardy by the end of class (3rd period)   - at the beginning of class Monday - (4th period)
4) Wrap Up - Review your Class Notes for Destinations 3 and 4 - Students will turn their class notes on Monday for a class notes check grade.
5) HOMEWORK - 4TH PERIOD ONLY - complete your Task 2 New Form - Safe Food Handling Inspection Form at the beginning of class on Monday

Objectives:  I can identify the health hazards in a kitchen from a photograph while using a safe food handling inspection checklist.

I can research, evaluate, and create a new inspection form that allows for a more complete inspection of a kitchen for health hazards.

1) Who's here?
2) Class Opener - "What is Task 1 for Destination 4?" "What is Task 2 for Destination 4?"  "What is required for each task to receive my points?"
3) Safe Food Expedition - Destination 4 - Outbreak! - Students will complete Tasks 1 and 2 with their partners. - Task 1 -  Students will perform 4 Safe Food Handling Inspections for 4 different restaurant kitchens to determine which kitchen was the suspect kitchen causing the Outbreak! 
Task 2 - Students will work with their partner to research, evaluate, redesign, and create a new Safe Food Handling Inspection Checklist form and will submit a copy to Mrs. Hardy by the end of class (3rd period)   - at the beginning of class Monday - (4th period)
4) Wrap Up - Review your Class Notes for Destinations 3 and 4 - Students will turn their class notes on Monday for a class notes check grade.
5) HOMEWORK - 4TH PERIOD ONLY - complete your Task 2 New Form - Safe Food Handling Inspection Form at the beginning of class on Monday

Objectives:  I can identify the health hazards in a kitchen from a photograph while using a safe food handling inspection checklist.

I can research, evaluate, and create a new inspection form that allows for a more complete inspection of a kitchen for health hazards.

1) Who's here?
2) Class Opener - "What is Task 1 for Destination 4?" "What is Task 2 for Destination 4?"  "What is required for each task to receive my points?"
3) Safe Food Expedition - Destination 4 - Outbreak! - Students will complete Tasks 1 and 2 with their partners. - Task 1 -  Students will perform 4 Safe Food Handling Inspections for 4 different restaurant kitchens to determine which kitchen was the suspect kitchen causing the Outbreak! 
Task 2 - Students will work with their partner to research, evaluate, redesign, and create a new Safe Food Handling Inspection Checklist form and will submit a copy to Mrs. Hardy by the end of class (3rd period)   - at the beginning of class Monday - (4th period)
4) Wrap Up - Review your Class Notes for Destinations 3 and 4 - Students will turn their class notes on Monday for a class notes check grade.
5) HOMEWORK - 4TH PERIOD ONLY - complete your Task 2 New Form - Safe Food Handling Inspection Form at the beginning of class on Monday

Objectives:  I can identify the health hazards in a kitchen from a photograph while using a safe food handling inspection checklist. I can create a new inspection form that allows for a more completed inspection of a kitchen for health hazards.


1) Who's here?
2) Class Opener - "How many tasks will be completed for Safe Food Destination 4 - Outbreak?"  "How will I be graded for each task?"
3) Safe Food Expedition - Destination 4 - Outbreak - -- Students will work with their partners to complete 4 suspect kitchen Safe Food Handling Inspections. Students will use the Inspection checklist in their Safe Food Logbook - pages 14 - 17. Students will be reminded that the checklists must be adequately completed and that actions taken/recommendations must be provided for all "NO" marks on the kitchen inspections.
- We will watch a real-world example of a health inspector going to a restaurant and students will see an example of a form used by the Food and Drug Administration.
- Students will then use the guidelines on the Pitsco video and the provided Destination 4 Class Notes handout to begin brainstorming, researching, evaluating, and creating a new inspection form that allows for a more complete inspection of a kitchen for health hazards.
4) Wrap Up - Students will ask any pertinent questions about the D4 Tasks 1 and 2.
5) HOMEWORK -  complete any work not completed during class today for the suspect Kitchen inspections.

Objectives:  I can identify the health hazards in a kitchen from a photograph while using a safe food handling inspection checklist. I can create a new inspection form that allows for a more completed inspection of a kitchen for health hazards.


1) Who's here?
2) Class Opener - "How many tasks will be completed for Safe Food Destination 4 - Outbreak?"  "How will I be graded for each task?"
3) Safe Food Expedition - Destination 4 - Outbreak - -- Students will work with their partners to complete 4 suspect kitchen Safe Food Handling Inspections. Students will use the Inspection checklist in their Safe Food Logbook - pages 14 - 17. Students will be reminded that the checklists must be adequately completed and that actions taken/recommendations must be provided for all "NO" marks on the kitchen inspections.
- We will watch a real-world example of a health inspector going to a restaurant and students will see an example of a form used by the Food and Drug Administration.
- Students will then use the guidelines on the Pitsco video and the provided Destination 4 Class Notes handout to begin brainstorming, researching, evaluating, and creating a new inspection form that allows for a more complete inspection of a kitchen for health hazards.
4) Wrap Up - Students will ask any pertinent questions about the D4 Tasks 1 and 2.
5) HOMEWORK -  complete any work not completed during class today for the suspect Kitchen inspections.

Objectives:  I can identify the health hazards in a kitchen from a photograph while using a safe food handling inspection checklist. I can create a new inspection form that allows for a more completed inspection of a kitchen for health hazards.


1) Who's here?
2) Class Opener - "How many tasks will be completed for Safe Food Destination 4 - Outbreak?"  "How will I be graded for each task?"
3) Safe Food Expedition - Destination 4 - Outbreak - -- Students will work with their partners to complete 4 suspect kitchen Safe Food Handling Inspections. Students will use the Inspection checklist in their Safe Food Logbook - pages 14 - 17. Students will be reminded that the checklists must be adequately completed and that actions taken/recommendations must be provided for all "NO" marks on the kitchen inspections.
- We will watch a real-world example of a health inspector going to a restaurant and students will see an example of a form used by the Food and Drug Administration.
- Students will then use the guidelines on the Pitsco video and the provided Destination 4 Class Notes handout to begin brainstorming, researching, evaluating, and creating a new inspection form that allows for a more complete inspection of a kitchen for health hazards.
4) Wrap Up - Students will ask any pertinent questions about the D4 Tasks 1 and 2.
5) HOMEWORK -  complete any work not completed during class today for the suspect Kitchen inspections.

  Objectives: I can identify the parts of the digestive system. I can describe the effects of the digestive process on food.

1) Who's here?
2) Class Opener - NONE - took Digestive System Labeling and Processes Quiz

3) Students took their Digestive System Labeling and Processes Quiz.  (IF ABSENT, YOUR QUIZ HAS BEEN SENT TO WEDNESDAY SCHOOL FOR YOU TO MAKE UP.  IF YOU NEED OTHER ACCOMMODATIONS, PLEASE LET MRS. HARDY KNOW.)

4) Safe Food Expedition - Destination 3 - Task 1   - The Digestive Process

- Students finished making observations of their two food samples and the different digestive processes set up in each of their test tubes.  Students were reminded to make thorough, detailed, and legible observations.  Students had to complete page 13 in their logbook and expectations and how it would be graded were made clear.  ( IF ABSENT, YOU NEED TO MAKE THIS UP BEFORE OR AFTER SCHOOL WITH MRS. HARDY - PLEASE SCHEDULE A TIME ONCE RETURNING TO CLASS).
- Destination 4 - OUTBREAK! - Task 1 - Students were instructed to get their class notes page (handout) for their final destination of the SAFE FOOD expedition. 
- Students then watched a real-world example of a food-borne illness outbreak and then we discussed potential causes and solutions as a class.
- Students began Task 1 and completed the introduction videos and began working on the 4 Suspect Kitchen Safe Food Handling Inspection Checklists - pages 14 - 17 in the Safe Food Logbook.  (IF ABSENT, YOU WILL NEED TO MAKE UP THIS WORK. DO NOT COPY ANYONE ELSE'S LOGBOOK ENTRIES.  YOU NEED TO DO YOUR OWN WORK TO RECEIVE CREDIT). 
- Students were told how Destination 4 OUTBREAK will be completed and graded.  Destination 4 Task 1 and Task 2 will be completed as a project and will be counted as the final test grade for the Safe Food expedition.

5) HOMEWORK - 3rd period class - complete the 4 Suspect Kitchen Inspection checklists forms in your SAFE FOOD Expedition LOGBOOK - pages 14 - 17. 
4th period class - none - you will complete your work at the beginning of class - Wednesday.

  Objectives: I can identify the parts of the digestive system. I can describe the effects of the digestive process on food.

1) Who's here?
2) Class Opener - NONE - took Digestive System Labeling and Processes Quiz

3) Students took their Digestive System Labeling and Processes Quiz.  (IF ABSENT, YOUR QUIZ HAS BEEN SENT TO WEDNESDAY SCHOOL FOR YOU TO MAKE UP.  IF YOU NEED OTHER ACCOMMODATIONS, PLEASE LET MRS. HARDY KNOW.)

4) Safe Food Expedition - Destination 3 - Task 1   - The Digestive Process

- Students finished making observations of their two food samples and the different digestive processes set up in each of their test tubes.  Students were reminded to make thorough, detailed, and legible observations.  Students had to complete page 13 in their logbook and expectations and how it would be graded were made clear.  ( IF ABSENT, YOU NEED TO MAKE THIS UP BEFORE OR AFTER SCHOOL WITH MRS. HARDY - PLEASE SCHEDULE A TIME ONCE RETURNING TO CLASS).
- Destination 4 - OUTBREAK! - Task 1 - Students were instructed to get their class notes page (handout) for their final destination of the SAFE FOOD expedition. 
- Students then watched a real-world example of a food-borne illness outbreak and then we discussed potential causes and solutions as a class.
- Students began Task 1 and completed the introduction videos and began working on the 4 Suspect Kitchen Safe Food Handling Inspection Checklists - pages 14 - 17 in the Safe Food Logbook.  (IF ABSENT, YOU WILL NEED TO MAKE UP THIS WORK. DO NOT COPY ANYONE ELSE'S LOGBOOK ENTRIES.  YOU NEED TO DO YOUR OWN WORK TO RECEIVE CREDIT). 
- Students were told how Destination 4 OUTBREAK will be completed and graded.  Destination 4 Task 1 and Task 2 will be completed as a project and will be counted as the final test grade for the Safe Food expedition.

5) HOMEWORK - 3rd period class - complete the 4 Suspect Kitchen Inspection checklists forms in your SAFE FOOD Expedition LOGBOOK - pages 14 - 17. 
4th period class - none - you will complete your work at the beginning of class - Wednesday.

  Objectives: I can identify the parts of the digestive system. I can describe the effects of the digestive process on food.

1) Who's here?
2) Class Opener - NONE - took Digestive System Labeling and Processes Quiz

3) Students took their Digestive System Labeling and Processes Quiz.  (IF ABSENT, YOUR QUIZ HAS BEEN SENT TO WEDNESDAY SCHOOL FOR YOU TO MAKE UP.  IF YOU NEED OTHER ACCOMMODATIONS, PLEASE LET MRS. HARDY KNOW.)

4) Safe Food Expedition - Destination 3 - Task 1   - The Digestive Process

- Students finished making observations of their two food samples and the different digestive processes set up in each of their test tubes.  Students were reminded to make thorough, detailed, and legible observations.  Students had to complete page 13 in their logbook and expectations and how it would be graded were made clear.  ( IF ABSENT, YOU NEED TO MAKE THIS UP BEFORE OR AFTER SCHOOL WITH MRS. HARDY - PLEASE SCHEDULE A TIME ONCE RETURNING TO CLASS).
- Destination 4 - OUTBREAK! - Task 1 - Students were instructed to get their class notes page (handout) for their final destination of the SAFE FOOD expedition. 
- Students then watched a real-world example of a food-borne illness outbreak and then we discussed potential causes and solutions as a class.
- Students began Task 1 and completed the introduction videos and began working on the 4 Suspect Kitchen Safe Food Handling Inspection Checklists - pages 14 - 17 in the Safe Food Logbook.  (IF ABSENT, YOU WILL NEED TO MAKE UP THIS WORK. DO NOT COPY ANYONE ELSE'S LOGBOOK ENTRIES.  YOU NEED TO DO YOUR OWN WORK TO RECEIVE CREDIT). 
- Students were told how Destination 4 OUTBREAK will be completed and graded.  Destination 4 Task 1 and Task 2 will be completed as a project and will be counted as the final test grade for the Safe Food expedition.

5) HOMEWORK - 3rd period class - complete the 4 Suspect Kitchen Inspection checklists forms in your SAFE FOOD Expedition LOGBOOK - pages 14 - 17. 
4th period class - none - you will complete your work at the beginning of class - Wednesday.

Objectives:  I can describe the effects of the digestive process on food.

1) Who's here?
2) Happy Monday
3) Safe Food Expedition - The State Medical Lab - Destination 3 - Task 1 - The Digestive Process-
- Students will set up the digestive process lab using two food samples, hydrochloric acid, water, and enzymes. Students will then test the effects of hydrochloric acid and enzymes in different combinations on the food samples in 8 different test tubes.  After testing the food samples, students will make observations and then will choose one of 4 statements to defend using the evidence they gathered during observations to justify their defense. 
4) Wrap Up - Students will present their defense evidence for their statement and share with the class per STEM group.
5) HOMEWORK - DIGESTIVE SYSTEM AND PROCESSES QUIZ TOMORROW. Study your Destination 3 Class notes, digestive system labeled diagram and the amoeba sisters Video recap processes page #s 1 - 8.  Quiz will be at the beginning of class Tuesday.

Objectives:  I can describe the effects of the digestive process on food.

1) Who's here?
2) Happy Monday
3) Safe Food Expedition - The State Medical Lab - Destination 3 - Task 1 - The Digestive Process-
- Students will set up the digestive process lab using two food samples, hydrochloric acid, water, and enzymes. Students will then test the effects of hydrochloric acid and enzymes in different combinations on the food samples in 8 different test tubes.  After testing the food samples, students will make observations and then will choose one of 4 statements to defend using the evidence they gathered during observations to justify their defense. 
4) Wrap Up - Students will present their defense evidence for their statement and share with the class per STEM group.
5) HOMEWORK - DIGESTIVE SYSTEM AND PROCESSES QUIZ TOMORROW. Study your Destination 3 Class notes, digestive system labeled diagram and the amoeba sisters Video recap processes page #s 1 - 8.  Quiz will be at the beginning of class Tuesday.

Objectives:  I can describe the effects of the digestive process on food.

1) Who's here?
2) Happy Monday
3) Safe Food Expedition - The State Medical Lab - Destination 3 - Task 1 - The Digestive Process-
- Students will set up the digestive process lab using two food samples, hydrochloric acid, water, and enzymes. Students will then test the effects of hydrochloric acid and enzymes in different combinations on the food samples in 8 different test tubes.  After testing the food samples, students will make observations and then will choose one of 4 statements to defend using the evidence they gathered during observations to justify their defense. 
4) Wrap Up - Students will present their defense evidence for their statement and share with the class per STEM group.
5) HOMEWORK - DIGESTIVE SYSTEM AND PROCESSES QUIZ TOMORROW. Study your Destination 3 Class notes, digestive system labeled diagram and the amoeba sisters Video recap processes page #s 1 - 8.  Quiz will be at the beginning of class Tuesday.

Objectives:  I can describe the 4 main processes of digestion. I can label the 10 parts of the digestive system. I can test the effects of acids and enzymes on the digestive process.


1) Who's here?
2) Class announcements - the Digestive System Labeling and Processes Quiz has been postponed and move to Tuesday, 11/28.  To prepare - study your labeled digestive system diagram with the 10 labeled parts, study your Destination 3 - Task 1 Class notes - 4 processes and wrap up questions, and study your Amoeba Sisters Digestive System Video Questions #s 1 - 8 ONLY to prepare for your 20 pt quiz that will be Tuesday after Thanksgiving break.
3) Class Opener - List and DESCRIBE the 4 main processes of the digestive system.  (if absent, you need to complete your Class opener page and turn it in the Monday we return from Thanksgiving break.  All of the class openers can be found on the daily agendas.)
4) Safe Food Destination 3 - The State Medical Lab - Task 1: The Digestive Process - Students will work with their partners to test the effects of hydrochloric acid and enzymes in different combination on two food samples. Students will set up, complete the food sample tests, make and record observations, and complete one of four statements to defend using their evidence gathered in the experiment.
Students DID NOT complete the lab.  Lab will be rerun on Monday, 11/27 and completed.
IF ABSENT, YOU DID NOT MISS THE LAB.  YOU WILL BE ABLE TO COMPLETE THE LAB ON THE MONDAY WE RETURN FROM THANKSGIVING BREAK.
5) HOMEWORK - study for your upcoming quiz on the digestive system labeling and basic functions/ processes

  Objectives:  I can identify and describe the anatomy of 10 structures in the digestive system. I can label the 10 parts of the digestive system - salivary glands, mouth, pharynx, esophagus, stomach, liver, gallbladder, pancreas, small intestine, and large intestine. I can construct a full length paper model of the digestive tract.

1) who's here?
2) Class Opener - What are the Lab Clean Up and the STEM Logout procedures when performing a lab?
3) Safe Food Expedition - Students will complete the first part of Destination 3 - Task 1 - The Digestive System.  Students will complete page 12 in their Safe Food Logbook and will complete the construction of their paper model of the digestive tract with their STEM lab partner. Students will then complete the 4 analysis questions on page 12 of their logbook.  Students will then complete the WRAP Up questions on their class notes handout  Destination 3 - the digestion system.  (IF ABSENT, YOU WILL NEED TO MEET WITH MRS HARDY OUTSIDE OF CLASS TIME AND MAKE UP THIS LAB.  YOU CANNOT COPY THE INFORMATION FROM YOUR STEM PARTNER OR ANOTHER CLASSMATE.)
4) Amoeba Sisters - The Digestive System - Video and Questions. Students will watch the Amoeba sisters video covering the basics of the digestive system.  Afterwards, students will complete the video recap analysis questions to serve as their class notes for the material.  An Answer Key will be put in the Safe Food Google Classroom Files - called Amoeba Sisters Digestive System- Go to the Files to get the answers.
5) wrap up - take aways and what to study for your quiz tomorrow.
6) HOMEWORK - Digestive System Parts Labeling and Four Processes quiz - 20 questions - 10 labeling and 10 matching.

Objectives:  I can identify the subcomponents of the digestive system and their relative sizes.

I can describe the effects of the digestive process on food.
Key question- How is the digestive system arranged in a human.
1) Who's here?
2) Class Opener - Tuesday, 11/14/23 -  What tool is used to measure LENGTH in the metric system (science)?  What units of measurement are used to measure LENGTH?
3) Measurement practice worksheet - students will practice measuring various objects with a ruler measuring in units of centimeters
4) STEM Expedition - Safe Food - Destination 3 - The State Medical Lab
- Students will be provided with a written, visual, and spoken agenda for the purpose of the class.
- Students will watch a brief video on the digestive system. As a class, we will discuss its main purpose and the chemistry of the digestive process. 
- Students will be given their printed Destination 3 Class notes and will label the parts of human digestive system in their class notes.
- Students will then work with their STEM lab partners to complete the first part of Destination 3 - Task 1 - The Digestive System. Students will log in to Synergy Pitsco and watch the videos, prompts, and complete the first part of Task 1 with their STEM partner and will construct a model of the human digestive system on their desks.
5) Wrap up - Students will complete the task 1 wrap up questions in their Class Notes. We will then go over the wrap up questions and discuss what to expect for Tuesday's class on the Digestive Process lab.
6) HOMEWORK - NONE.

Objectives:  I can identify the subcomponents of the digestive system and their relative sizes.

I can describe the effects of the digestive process on food.
Key question- How is the digestive system arranged in a human.
1) Who's here?
2) Happy Monday video- 10 Reasons to be thankful.  - Students will fill in their Monday gratitude thought on their weekly gratitude handout.
3) Class Opener - Monday, 11/13/23 - What is the main job of the digestive system? Name three parts of the digestive system.
4) STEM Expedition - Safe Food - Destination 3 - The State Medical Lab
- Students will be provided with a written, visual, and spoken agenda for the purpose of the class.
- Students will watch a brief video on the digestive system. As a class, we will discuss its main purpose and the chemistry of the digestive process. 
- Students will be given their printed Destination 3 Class notes and will label the parts of human digestive system in their class notes.
- Students will then work with their STEM lab partners to complete the first part of Destination 3 - Task 1 - The Digestive System. Students will log in to Synergy Pitsco and watch the videos, prompts, and complete the first part of Task 1 with their STEM partner and will construct a model of the human digestive system on their desks.
5) Wrap up - Students will complete the task 1 wrap up questions in their Class Notes. We will then go over the wrap up questions and discuss what to expect for Tuesday's class on the Digestive Process lab.
6) HOMEWORK - NONE.

Objective:  I can design, build, and test the tallest paper tower to sustain weight.
1) Who's here?
2) Students will complete the Tallest Paper Tower Engineering Challenge.
3) 2nd Daily challenge - "How does force and drag affect distance?" - Paper Airplane Challenge. Students will watch a video and then design, built and test their airplanes.  (this will be carried over to Thursday's class to build launch ramps.)
4) Wrap Up - 2 takeaways about force, drag, and weight
5) HOMEWORK - Pick up 3 pieces of litter. Make the world a cleaner, better place.

  Objectives:  I can use engineering design processes to brainstorm, design, construct, and test a paper tower. 

1) Who's here?
2)  Engineering Design Experiment - Tallest Paper Tower Challenge - Students will look at pictures and diagrams of tall, thin towers from around the globe.  Then, students will watch a video discussing the engineering design experiment to build the tallest paper tower using 30 pieces of paper and only tape. The tallest tower that can hold a can on top for 60 seconds wins the design challenge.
3) After competing the challenge, students will answer analysis questions about their design and how well it worked. Students will be given the opportunity to modify their design and retest.
4) Wrap Up - what to expect for classes the rest of this week.
5) HOMEWORK - NONE

Objectives:  I can design, create, and test the design to determine best design.  I can use modeling from NASA Mars Helicopter "Ingenuity" design from the NASA Jet Propulsion lab.


1) Who's here?
2) Happy Monday - Kid President - "25 Reasons to be Thankful."
3) NASA - Make a Mars Helicopter experiment - Students will design, create, and test their design of a paper helicopter. They will use blade length, angle, height, and center of gravity to create the best version. Students will watch instructional videos and also NASA videos produced by the Jet Propulsion Lab engineers providing details about the actual NASA Mars Helicopter. Afterwards, students will discuss their design and we will relate it to kinetic and potential energy. 
4) Wrap up - discuss tomorrow's project - "Paper Towers"
5) HOMEWORK - Be Thankful!

Objectives:  I can describe and identify mixtures.  I can describe and identify the properties of solids, liquids, and gases.


1) Who's here?
2) Class Opener - Cats are liquid video, Relating the making of oobleck to students recently studied material covering the classifications of matter - pure substances and mixtures.
3) Making of oobleck demo - Mrs. Hardy will demonstrate how to make a small amount of oobleck and will also discuss how oobleck does not get classified as a solid or a liquid - it is both!  Called a non-Newtonian substance. We will also discuss viscosity and how it relates to the oobleck quick lab students will be doing in class.
4) Oobleck lab - each student will make their own sample of oobleck.
5) wrap up - clean up lab areas and discard all trash in the waste basket.
6) HOMEWORK - for those going on the D.C. trip, have a great trip. Learn and explore! Make memories and learn great things about our great country.
And, those who will be in class next week - I look forward to our labs we will be doing next week for force, motion, work, and energy.
Always remember to be kind!

Objectives:  All objectives for Chapter 7 Foundations of Chemistry Lesson 7.3 and 7.4.


1) Who's here?
2) Class Opener - quick recap of balancing equations
3) Chapter 7 - Foundations of Chemistry Lesson 7.3 and 7.4 Test - Students will take their chapter 7 test.  Any make up tests will be sent to Wednesday school.  If you need other accommodations, please let Mrs. Hardy know. 
4) Post Assessment Self-Reflection - students will complete a self-reflection related to the class, their participation, focus, their accomplishments, etc.
5) HOMEWORK - none.  CHOOSE TO BE KIND. 

  Objectives:  I can count atoms in a chemical equation.  I can balance chemical equations by counting atoms and adding coefficients(when needed).


1) who's here?
2) Class Opener- Topic:  Balancing Equations-    Balance the following equation - 1) Count atoms 2) Add coefficients and recalculate to balance the elements on the reactant side and the product side.
Mg   +   O2 -->  MgO   (Note that the regular size "2" after the Oxygen on the reactant side is a subscript)

Mg = 1                 Mg = 1
O = 2                    O = 1
Not balanced.  

1)Need to add a coefficient of 2 to the product side first, and then recalculate your MgO values. - which will be Mg = 2, O =2.
2) Now to balance the Mg atoms on the reactant side add a coefficient of 2 in front of Mg and then recalculate the Mg value. - which will be Mg = 2
3) By adding a coefficient of 2 to Mg (on the left side of the equation), and adding a coefficient of 2 to MgO on the right side of the equation, you now have enough atoms for each element to balance the equation to support the Conservation of Mass law.

Balanced equation is:     2 Mg    + O2 ---->  2 MgO

3) Checked and corrected the "Counting atoms Practice Page HW"  If you were absent, make sure to show me your completed and corrected work when you return to class.

4) Lesson 7.4 - Completed the Balancing Equations notes and let students know that the last few notes covering the "Rate of Reactions" will NOT be covered at this time.   If you were absent, the only notes you need to complete are the rest of "Balancing Equations."  The complete PPT can be found in the Chapter 7 Foundations of Chemistry files.   Please come to the study session in Mrs. Hardy's biology classroom tomorrow morning at 7:15 - 7:45 if you have any questions.

5) Wrap Up - discussed what to study for the test and passed out Study Guides to anyone who wanted one.  The study guide is optional this time because there was so much practice work and two quizzes covering the material.
If you decide you want to complete a study guide, you can find it in the Chapter 7 files - it is called "Chap 7 foundations of chemistry Lesson 7.3 and 7.4 Study Guide."

6) HOMEWORK - CHAPTER 7 LESSON 7.2, 7.3, 7.4 TEST TOMORROW.  IT WILL COVER - PHYSICAL AND CHEMICAL PROPERTIES/ CHANGES, ADDING AND REMOVING THERMAL ENERGY, CONSERVATION OF MASS, COUNTING ATOMS, AND BALANCING CHEMICAL EQUATIONS.

  Objectives:   I can identify element symbols for 45 elements from the Periodic Table.  I can determine the number of atoms of elements in compounds and in chemical equations.  I can identify the reactants and products in a chemical equation. I can balance the reactant and product sides of a chemical equation.


1) who's here?
2) Class Opener - NONE. Students should write the word "NONE" or "Quiz" in the Tuesday Class Opener box on their weekly class opener paper.
3) Element Symbol Quiz - Students will take their Element Symbol Quiz.  If absent, your quiz has been sent to Wednesday school to be made up.  If you need different accommodations, please see Mrs. Hardy for the help you need.
4) Lesson 7.4 - Class notes and learning activity "counting atoms" practice problems page.
    3rd Period - Students completed taking notes through Balancing Equations. Most students completed the "Counting Atoms" practice problems page.  Students will complete the "Counting Atoms" practice page for HW and we will go over the correct answers and answer questions at the beginning of class tomorrow.
4th Period - Students began taking notes on chemical equations, identifying reactants and products, and began their "Counting Atoms" practice problems.  If absent, you can find the Counting Atoms Practice page in the chapter 7 files.  
5) Wrap up - asked students if someone would mind bringing in a small pumpkin that had not been cut for our conservation of mass class experiment.
*****REMINDER THAT OUR CHAPTER 7 FOUNDATIONS OF CHEMISTRY TEST COVERING LESSONS 7.3 AND 7.4 WILL BE THURSDAY.********
6) HOMEWORK - COMPLETE THE COUNTING ATOMS PRACTICE PROBLEMS PAGE.

Objectives:  I can identify parts of a chemical equation as reactants and products. I can define and identify physical/ chemical properties and changes of matter.


1) Who's here?
2) Happy Monday
3) Class Opener - Monday, 10/30/23 - 
Topic:  Counting Atoms - 
1) What are the elements in the following compounds?          CO2,  H2O
        2) How many atoms of each element are in each  compound?
          CO2, H2O
If absent, make sure to complete and add to your class opener page.

4) MAKE UP WORK AND COMPLETED WORK - Students were reminded to take the Properties and Changes Quiz - need to take by Wednesday morning.
Students were also reminded to turn in their Class Openers from last week and any work that was due.
5) REVIEW of Properties and Changes of matter notes - Students had to read through the class notes, examples, etc. covering physical/ chemical properties and changes.  As students reviewed the notes class discussion and connections were made with the material
6) 3rd period - began taking notes covering  counting atoms and passed out the Counting Atoms worksheet that we will be completing  the practice problems tomorrow at the beginning of class.
4th period - will begin taking counting atoms notes tomorrow and balancing equations notes.
7) HOMEWORK - element names and symbols quiz tomorrow. The names of the elements will be given on the quiz and students will use a provided word bank to match the element symbol to the element name.  To prepare study the Elements You Really Want to Know sheet you completed in class last Friday, or received today when you returned to class.  

Objectives:  I can define and identify physical and chemical properties/ changes. 


1) Who's here?
2) Class Opener - Important words to share, and students will turn in the following completed work: 1) Worksheet Practice for Physical and Chemical Properties and changes (from Thursday's class), 2) Lesson 7.3 Physical Changes Review questions #s 1- 7 from the end of Lesson 7.3 in the textbook, 3) all of the practice work pages for physical and chemical properties and changes from this week's classes, and 4) Class Openers for the week - will only have one for Monday, Tuesday, and Wednesday this week.  We did not have one for Thursday or Friday of this week.
3) Physical/ Chemical properties and Changes Quiz - students will take their quiz.  ( IF ABSENT, YOUR QUIZ HAS BEEN SENT TO WEDNESDAY MORNING SCHOOL OR PACE TO BE TAKEN ON OR BEFORE NEXT TUESDAY.)  See Mrs. Hardy if you need other accommodations. 
4) Elements  You Really Want to Know - students will use their Periodic Table and complete the "It's all about the Elements" Elements you really want to know worksheet. Students will find the element on the Periodic table and write the symbol in the blank next to the correct element name.  ( IF ABSENT, YOU CAN FIND THE ELEMENT WORKSHEET IN THE CHAPTER 7 FILES.  PRINT IT OUT AND FILL OUT THE ELEMENT SYMBOLS.).\

5) WRAP UP - WHAT TO EXPECT NEXT WEEK FOR THE TEST.  Students will complete lesson 7.4 on Monday and will count atoms and balance chemical equations.  Test will cover Lessons 7.2, 7.3, and 7.4 of chapter 7 - Foundations in Chemistry.

6) HOMEWORK -  complete any work that was not completed in class yesterday when Mrs. Hardy was out sick.  Study your Lesson 7.2, 7.3, and 7.4 notes as you prepare for your test next Wednesday. 

  Objectives:  I can define and identify physical properties/ changes and chemical properties/ changes.


Mrs. Hardy is out sick today.  

1) Who's here?
2) Class Opener - no class opener today because Mrs. Hardy is out sick.
3) Physical Properties/ Changes and Chemical Properties/ Changes Quiz - the quiz will be given tomorrow - Friday, 10/27/23 because it was postponed today.
4)Practice work - Students will complete practice problems and work covering Physical and chemical properties/ changes.  It will be turned in at the end of class today and will be graded for correctness and completion. 
5) HOMEWORK - Study for the Physical and Chemical Properties/ changes quiz tomorrow- Friday, 10/27/23

Objectives: I can define and identify physical changes/ properties and chemical changes/ properties.

1) Who's here?
2) Class Opener - Physical changes/ properties vs chemical changes/ properties. Students completed the following class opener on their weekly class opener page - "Distinguish between properties and changes of matter."  Students discussed physical properties/ changes and chemical properties/changes by giving their version of definitions and by giving examples of each.
3) Learning Activity - Physical/ chemical changes and properties video and Around the World Practice game. Students numbered 1 - 5 into their partner groups and complete Stations 1 - 5 practice problems covering physical and chemical properties and changes. 
5) Wrap Up - Reminder about Physical and chemical Changes/ properties quiz moved to Thursday after evaluating student understanding and practice work.   
- Students were given the "Matter Practice Problems" page to complete problems 1 - 25 for homework.  Students were reminded that when completing individual practice work at home to not copy another students' work. Copying someone else's work will never help you succeed. Remember integrity is a very important aspect of life and success. 
6) HOMEWORK - COMPLETE THE MATTER PRACTICE PROBLEMS PAGE #S 1 - 25 AND ALSO STUDY FOR YOUR QUIZ.  STUDY LESSON 7.3 AND 7.4 NOTES ON PHYSICAL AND CHEMICAL CHANGES/  PROPERTIES ALSO LOOK OVER LESSON 7.2 TO REVIEW PHYSICAL PROPERTIES. 

Objectives:  I can define and identify a chemical property and chemical change of matter. 


1) Who's here?
2) Class Opener - Students will be completing class openers for the week.  The 5 class openers will be turned in on Friday for a 10 pt daily grade.  This work must be made up if you are absent.  The only day a Class Opener will not be given is on a TEST Day.  You will write "Test Day" when applicable on your weekly Class Opener page.  This week the Class Openers are being written on a piece of notebook paper and kept in students' science binders. 
Class Opener - 10/23/23 - 1) What is a chemical change?   2)  Give 2 examples of chemical changes and explain how you know.
3) Happy Monday video
4) Lesson 7.4 Chemical Properties and Chemical Changes Notes- 
- Students will receive a copy of their Lesson 7.4 notes pages (IF ABSENT, SEE THE CHAPTER 7 FOUNDATIONS OF CHEMISTRY FILES  "CHAP 7 FOUNDATIONS OF CHEMISTRY LESSON 7.4 STUDENT NOTES")
- Students will complete the Anticipation Guide - 2 questions 
- Students will take notes through the slide "Parts of a Chemical Equation."   - We will stop there.  (IF ABSENT-  To find the Chapter 7 ppt, go to the Google Classroom Chapter 7 Files and find the Chapter 7 Foundations of Chemistry PPT.  ) Take the notes only through the Parts of a Chemical Equation slide.
5) Baking soda and vinegar chemical reaction/ change demonstration - Mrs. Hardy will demonstrate the chemical reaction between baking soda and vinegar.  Students will record three observations in their notes.  *IF ABSENT, TALK WITH YOUR LAB PARTNER TO COMPLETE THE PORTION YOU MISSED.  YOU CAN ALSO TALK WITH MRS. HARDY ABOUT THE DEMO.*
6) Wrap Up - Reviewed chemical equations and chemical reactions,
-  made class announcements - Quiz covering physical changes vs chemical changes will be on Wednesday of this week. 
- major chapter 7 test covering Lessons 7.3 and 7.4 will be next Wednesday, 11/1/23.
- You will turn in your completed Physical Changes paperwork packet tomorrow - Tuesday, 10/24/23.  
7) HOMEWORK - begin studying for your Physical Changes vs Chemical changes quiz.

Objectives:  I can identify and describe physical properties and physical changes of matter.


1) Who's here?
2) Reestablishment of Classroom Expectations, Rules,  and new class norms.
3) Class Circle Discussion - Students and Mrs. Hardy discussed how to advance and create an even better, more effective - safe, positive, learning environment.  Students discussed self-reliance, advocating for their learning, staying on task, being respectful, and many different components required to make their learning the best it can be.
4) Wrap Up - Class Opener on physical changes and properties
5) HOMEWORK -  complete the entire Lesson 3 Physical Changes review packet.  Quiz covering the material will be next week.

Objectives:  I can identify and describe physical properties and physical changes of matter.


1) Who's here?
2) Reestablishment of Classroom Expectations, Rules,  and new class norms.
3) Class Circle Discussion - Students and Mrs. Hardy discussed how to advance and create an even better, more effective - safe, positive, learning environment.  Students discussed self-reliance, advocating for their learning, staying on task, being respectful, and many different components required to make their learning the best it can be.
4) Wrap Up - Class Opener on physical changes and properties
5) HOMEWORK -  complete the entire Lesson 3 Physical Changes review packet.  Quiz covering the material will be next week.

  Objectives:  
•What is a substance?
•I can define and identify a substance.
•How do atoms of different elements differ?
•I can explain how atoms of different elements differ.
•How do mixtures differ from substances?
•I can describe how mixtures differ from substances.
•How can you classify matter?
•I can classify as an element, compound, or mixture.

1) Who's here?
2) Class Opener - Launch Lab - "How to Classify Matter?" Launch lab activity - Students completed their Launch lab activity and then we checked and corrected their analysis questions and then students turned in their lab.  (IF ABSENT, YOU WILL NEED TO COMPLETE THIS LAB AS A MAKEUP LAB. SEE MRS. HARDY FOR THE MAKEUP LAB.
3) Class Notes - Students complete class note covering Lesson 1 of chapter 7 - classifying matter.  Students took notes, created a concept map for classifying matter.  (If absent you will need to get the notes from a classmate or see Mrs. Hardy)
4) Wrap Up Learning Activity - Lesson 7.1 Classifying Matter Activity.  (IF ABSENT, YOU WILL NEED TO GET THE PACKET FROM MRS. HARDY OR GOGGLE CLASSROM AND COMPLETE.)
5) homework - COMPLETE THE LESSON 7.1 classifying MATTER ACTIVITY.  

  Objectives:  
•What is a substance?
•I can define and identify a substance.
•How do atoms of different elements differ?
•I can explain how atoms of different elements differ.
•How do mixtures differ from substances?
•I can describe how mixtures differ from substances.
•How can you classify matter?
•I can classify as an element, compound, or mixture.

1) Who's here?
2) Class Opener - Launch Lab - "How to Classify Matter?" Launch lab activity - Students completed their Launch lab activity and then we checked and corrected their analysis questions and then students turned in their lab.  (IF ABSENT, YOU WILL NEED TO COMPLETE THIS LAB AS A MAKEUP LAB. SEE MRS. HARDY FOR THE MAKEUP LAB.
3) Class Notes - Students complete class note covering Lesson 1 of chapter 7 - classifying matter.  Students took notes, created a concept map for classifying matter.  (If absent you will need to get the notes from a classmate or see Mrs. Hardy)
4) Wrap Up Learning Activity - Lesson 7.1 Classifying Matter Activity.  (IF ABSENT, YOU WILL NEED TO GET THE PACKET FROM MRS. HARDY OR GOGGLE CLASSROM AND COMPLETE.)
5) homework - COMPLETE THE LESSON 7.1 classifying MATTER ACTIVITY.  

Objectives: I can define a substance. I can classify the different types of matter.
1) Who's here?
2) Happy Monday
3) Class Opener - Matter - Lesson 7.1 Anticipation guide - students agreed or disagreed with two statements about atoms and matter before beginning lesson 7.1
4) Class notes - Class notes covering chapter 7 Foundations of Chemistry - Lesson 7.1 Classifying matter from the iScience Physical Science textbook.
5) Wrap Up - Classifying Matter video and  partner activity - students will watch a short video on matter and will classify the different types of matter with their partner -  objects Launch lab sort.
6) HOMEWORK - NONE

Objectives: I can define a substance. I can classify the different types of matter.
1) Who's here?
2) Happy Monday
3) Class Opener - Matter - Lesson 7.1 Anticipation guide - students agreed or disagreed with two statements about atoms and matter before beginning lesson 7.1
4) Class notes - Class notes covering chapter 7 Foundations of Chemistry - Lesson 7.1 Classifying matter from the iScience Physical Science textbook.
5) Wrap Up - Classifying Matter video and  partner activity - students will watch a short video on matter and will classify the different types of matter with their partner -  objects Launch lab sort.
6) HOMEWORK - NONE

Objectives: I can describe the structure of a glucose molecule. 
1) Who's here?
2) Class Opener - Parts of a molecule - Glucose review. Students recapped their STEM Destination 2 Task 1 Food Chemistry glucose molecule building process.
3) Destination 2 - Task 1 Food Chemistry and Testing for Fats
- Students rebuilt their glucose molecule and then completed page 10 in their Safe Food Logbook and created isomers of their glucose molecule.  If not completed during class today, you will need to complete at the beginning of class on Monday.
- After completing the glucose isomer molecules, students began the next Task 1 of Destination 2 - Testing for Fat. Students only took notes on the Testing for Fats notes page that was passed out to everyone by Mrs. Hardy. (if absent, the Testing for Fats notes page can be found in the Safe Food Files on Google Classroom - called Safe Food Student Destinations 1 and 2 notes. )  Login to your individual login and complete the notes and bring to class on Monday.
4) Wrap up - Destinations 1 and 2 notes check due on Monday.  All notes for Destinations 1 and 2 must be completed.
5) HOMEWORK - COMPLETE ANY DESTINATION 1 AND 2 NOTES THAT YOU DO NOT HAVE FINISHED. WORTH 50 PTS IN THE HW GRADE CATEGORY.

Objectives:  I can explain how to identify something using chromatography. I can describe the structure of a glucose molecule.

1) who's here?
2) Class Opener - Students checked their known and unknown chromatograms and determined their unknown liquid in their mixture. 
3) Learning Activity - Students finished their STEM food safety notes for destination 1 task 1. Students then worked with their partners to complete the STEM Destination 2 Task 1 chromatography notes and their analysis of their chromatograms.
Destination 2 Task 1 - Students then began their Food Chemistry STEM video and notes with their partners, and built a glucose molecule.
4) Wrap Up - parts of a molecule
5) HOMEWORK - none

Objectives:  I can set up, perform, and analyze a paper chromatography test for food dyes.  I can define and explain the process of chromatography.

1) Who's here?
2) Class Opener - Candy Chromatography: What Colors are in Your Candy? video and questions - Students watched a brief video showing a paper chromatography test on M&Ms and skittles. While watching the video, students took brief notes and complete two questions about what they observed in the video and we related it to the chromatography test they would be doing using different sports drinks and sodas.
3) Learning Activity - Students worked individually and with lab partners to complete notes on Destination 2 - Task 1 - 
chromatography. Students then set up, tested known and unknown drink samples, and then analyzed their paper chromatography chromatograms. 
4) Wrap Up - cleaned up lab stations and discussed the analysis questions for the post lab.
5) HOMEWORK - Make sure your logbook is completed and up to date.

Objectives:  I can list 4 safe food handling procedures. I can identify 4 safe food handling procedures in a real-world scenario.

1) who's here?
2) Pillow Cafeteria - Food safety visit and tour. Ms. Jennifer spoke with the class and shared the importance of food safety in the cafeteria for receipt of food, storage, preparation, monitoring of prepared food being served, employee monitoring of hot food temperature, gloving procedures, etc. 
3) 4 for 4 Wrap Up - students completed the 4 for 4 wrap up questions on their Destination 1 Wrap up notes. We then discussed as a class and shared.  
4) KWL - Students wrote down 1 thing they learned in Destination 1 for Safe Food Handling in the the "Learned" column of their KWL.
5) Destination 1 - Students shared their results from their Food Safety Inspection Checklist.
6) Wrap Up - Bring logbooks to class tomorrow and be ready to practice measurement, watch the chromatography video, check Destination 1 notes, and start and take notes on Destination 2 - Chromatography.
7) HOMEWORK - NONE

Objectives:  All learning objectives for STEM Expedition Orientation.

1) Who's here?
2) TEST - STEM Expedition Orientation test - students will take a test covering the STEM Expedition Orientation.  (if absent, your test will be sent to Wednesday morning detention for make-up.)  If you need other accommodations, please let Mrs. Hardy know.
3) Post Assessment Reflection - students completed a post assessment reflection.  If absent, you will need to complete the assessment. You can find a copy under the STEM expedition Orientation material files.
4) Learning activity - After completing the test, students were told to login under THEIR INDIVIDUAL login on the Synergy.Pitsco.com website. Students then received a "Teamwork" notes page to complete while completing the Teamwork online Microburst learning activity. The posttest was NOT completed at this time.  Students will complete the posttest at the beginning of class tomorrow.
IF ABSENT, YOU WILL NEED TO COMPLETE THIS FOR HOMEWORK.  YOU CAN LOCATE THE "TEAMWORK NOTES" PAGE IN THE STEM MICROBURST MATERIAL FILE.
5) Wrap up - students helped Mrs. Hardy go through the Safe Food Lab bins and make sure the materials were present in each bin.
6) HOMEWORK - complete the Teamwork online lesson and complete the associated Teamwork notes pages.

Objectives:  All learning objectives for STEM Expedition Orientation.

1) Who's here?
2) TEST - STEM Expedition Orientation test - students will take a test covering the STEM Expedition Orientation.  (if absent, your test will be sent to Wednesday morning detention for make-up.)  If you need other accommodations, please let Mrs. Hardy know.
3) Post Assessment Reflection - students completed a post assessment reflection.  If absent, you will need to complete the assessment. You can find a copy under the STEM expedition Orientation material files.
4) Learning activity - After completing the test, students were told to login under THEIR INDIVIDUAL login on the Synergy.Pitsco.com website. Students then received a "Teamwork" notes page to complete while completing the Teamwork online Microburst learning activity. The posttest was NOT completed at this time.  Students will complete the posttest at the beginning of class tomorrow.
IF ABSENT, YOU WILL NEED TO COMPLETE THIS FOR HOMEWORK.  YOU CAN LOCATE THE "TEAMWORK NOTES" PAGE IN THE STEM MICROBURST MATERIAL FILE.
5) Wrap up - students helped Mrs. Hardy go through the Safe Food Lab bins and make sure the materials were present in each bin.
6) HOMEWORK - complete the Teamwork online lesson and complete the associated Teamwork notes pages.

Objectives:  All learning objectives for STEM Expedition Orientation.

1) Who's here?
2) TEST - STEM Expedition Orientation test - students will take a test covering the STEM Expedition Orientation.  (if absent, your test will be sent to Wednesday morning detention for make-up.)  If you need other accommodations, please let Mrs. Hardy know.
3) Post Assessment Reflection - students completed a post assessment reflection.  If absent, you will need to complete the assessment. You can find a copy under the STEM expedition Orientation material files.
4) Learning activity - After completing the test, students were told to login under THEIR INDIVIDUAL login on the Synergy.Pitsco.com website. Students then received a "Teamwork" notes page to complete while completing the Teamwork online Microburst learning activity. The posttest was NOT completed at this time.  Students will complete the posttest at the beginning of class tomorrow.
IF ABSENT, YOU WILL NEED TO COMPLETE THIS FOR HOMEWORK.  YOU CAN LOCATE THE "TEAMWORK NOTES" PAGE IN THE STEM MICROBURST MATERIAL FILE.
5) Wrap up - students helped Mrs. Hardy go through the Safe Food Lab bins and make sure the materials were present in each bin.
6) HOMEWORK - complete the Teamwork online lesson and complete the associated Teamwork notes pages.

Objectives:  All learning objectives for STEM expedition orientation.

1) Who's here?
2) Class Opener - Brief review of STEM Orientation Test Prep
3) Learning Activity - Complete the Interpersonal Skills Act It Out group activity. Debriefed and discussed the importance of doing our best to be an "Involver" when working together, and in all aspects of our lives
4) Class Notes - Students discussed their Interpersonal Skills Notes and checked and corrected their notes as we navigated through the PPT.
5) Wrap Up - Behavior Styles individual and group activity. Students had to relate each behavior style to a real-world scenario interaction and then share and discuss as a group.
6) HOMEWORK - STEM Expedition Orientation Test tomorrow.  Test will be multiple choice and short answer.  Worth 50 pts in the major grade category.

Objectives:  All learning objectives for STEM expedition orientation.

1) Who's here?
2) Class Opener - Brief review of STEM Orientation Test Prep
3) Learning Activity - Complete the Interpersonal Skills Act It Out group activity. Debriefed and discussed the importance of doing our best to be an "Involver" when working together, and in all aspects of our lives
4) Class Notes - Students discussed their Interpersonal Skills Notes and checked and corrected their notes as we navigated through the PPT.
5) Wrap Up - Behavior Styles individual and group activity. Students had to relate each behavior style to a real-world scenario interaction and then share and discuss as a group.
6) HOMEWORK - STEM Expedition Orientation Test tomorrow.  Test will be multiple choice and short answer.  Worth 50 pts in the major grade category.

Objectives:  All learning objectives for STEM expedition orientation.

1) Who's here?
2) Class Opener - Brief review of STEM Orientation Test Prep
3) Learning Activity - Complete the Interpersonal Skills Act It Out group activity. Debriefed and discussed the importance of doing our best to be an "Involver" when working together, and in all aspects of our lives
4) Class Notes - Students discussed their Interpersonal Skills Notes and checked and corrected their notes as we navigated through the PPT.
5) Wrap Up - Behavior Styles individual and group activity. Students had to relate each behavior style to a real-world scenario interaction and then share and discuss as a group.
6) HOMEWORK - STEM Expedition Orientation Test tomorrow.  Test will be multiple choice and short answer.  Worth 50 pts in the major grade category.

Objectives:  I can explain what it means to have good interpersonal skills. I can explain the benefits of being an involver, versus an aggressive, quiet submissive, and/or a social submissive.
1) Who's here?
2) Happy Monday
3) Learning Activity - Students will complete the Interpersonal Skills Microburst using their individual synergy.pitsco logins. As a class, we will discuss Interpersonal Skills and take class notes and then apply the information as a class by playing "Act It Out."
4) Wrap  Up -  Two positive take aways
5) HOMEWORK - Study Interpersonal Skills notes and be prepared for a 10-question quiz (multiple choice and short answer) on Tuesday.  10 points in the daily grade category

Objectives:  I can explain what it means to have good interpersonal skills. I can explain the benefits of being an involver, versus an aggressive, quiet submissive, and/or a social submissive.
1) Who's here?
2) Happy Monday
3) Learning Activity - Students will complete the Interpersonal Skills Microburst using their individual synergy.pitsco logins. As a class, we will discuss Interpersonal Skills and take class notes and then apply the information as a class by playing "Act It Out."
4) Wrap  Up -  Two positive take aways
5) HOMEWORK - Study Interpersonal Skills notes and be prepared for a 10-question quiz (multiple choice and short answer) on Tuesday.  10 points in the daily grade category

Objectives:  I can explain what it means to have good interpersonal skills. I can explain the benefits of being an involver, versus an aggressive, quiet submissive, and/or a social submissive.
1) Who's here?
2) Happy Monday
3) Learning Activity - Students will complete the Interpersonal Skills Microburst using their individual synergy.pitsco logins. As a class, we will discuss Interpersonal Skills and take class notes and then apply the information as a class by playing "Act It Out."
4) Wrap  Up -  Two positive take aways
5) HOMEWORK - Study Interpersonal Skills notes and be prepared for a 10-question quiz (multiple choice and short answer) on Tuesday.  10 points in the daily grade category

Objectives: All STEM Expedition Orientation associated objectives.


1) Who's here?
2) Class opener - check and correct STEM expedition orientation study guide
3) Learning activity - Students will receive individual synergy.pitsco user names and passwords. Each student will then login to their personal account and complete the EmployABILITY Soft Skills Pretest - 61 questions. 
4) Wrap up - discussed importance of interpersonal skills
5) HOMEWORK - study the STEM Expedition Orientation ppt and study guide - Test Wednesday of next week. Finish EmployABILITY Soft Skills, if not completed in class.

Objectives: All STEM Expedition Orientation associated objectives.


1) Who's here?
2) Class opener - check and correct STEM expedition orientation study guide
3) Learning activity - Students will receive individual synergy.pitsco user names and passwords. Each student will then login to their personal account and complete the EmployABILITY Soft Skills Pretest - 61 questions. 
4) Wrap up - discussed importance of interpersonal skills
5) HOMEWORK - study the STEM Expedition Orientation ppt and study guide - Test Wednesday of next week. Finish EmployABILITY Soft Skills, if not completed in class.

Objectives: All STEM Expedition Orientation associated objectives.


1) Who's here?
2) Class opener - check and correct STEM expedition orientation study guide
3) Learning activity - Students will receive individual synergy.pitsco user names and passwords. Each student will then login to their personal account and complete the EmployABILITY Soft Skills Pretest - 61 questions. 
4) Wrap up - discussed importance of interpersonal skills
5) HOMEWORK - study the STEM Expedition Orientation ppt and study guide - Test Wednesday of next week. Finish EmployABILITY Soft Skills, if not completed in class.

Objectives:  All associated STEM Expedition Orientation learning objectives.

Essential Question:  What is an Expedition?
1) Who's here?
2) Class Opener - Check STEM Expedition Orientation PPT notes and discuss
3) Learning Activity - Students will be provided with a STEM Expedition Orientation Study Guide. Students will use their logbooks and the STEM Expedition Orientation PPT to complete the study guide.  We will then go over the answers in class.
4) Wrap Up - discuss moving STEM Expedition test to next Wednesday.
5) HOMEWORK - Study STEM Orientation PPT and study guide to prepare for test.

Objectives:  All associated STEM Expedition Orientation learning objectives.

Essential Question:  What is an Expedition?
1) Who's here?
2) Class Opener - Check STEM Expedition Orientation PPT notes and discuss
3) Learning Activity - Students will be provided with a STEM Expedition Orientation Study Guide. Students will use their logbooks and the STEM Expedition Orientation PPT to complete the study guide.  We will then go over the answers in class.
4) Wrap Up - discuss moving STEM Expedition test to next Wednesday.
5) HOMEWORK - Study STEM Orientation PPT and study guide to prepare for test.

Objectives:  All associated STEM Expedition Orientation learning objectives.

Essential Question:  What is an Expedition?
1) Who's here?
2) Class Opener - Check STEM Expedition Orientation PPT notes and discuss
3) Learning Activity - Students will be provided with a STEM Expedition Orientation Study Guide. Students will use their logbooks and the STEM Expedition Orientation PPT to complete the study guide.  We will then go over the answers in class.
4) Wrap Up - discuss moving STEM Expedition test to next Wednesday.
5) HOMEWORK - Study STEM Orientation PPT and study guide to prepare for test.

Objectives:  All learning objectives associated with completing STEM Expedition Orientation. 


1) Who's here?
2) Class opener - logbook completion chat, grading rubric reminder, where to locate the STEM expedition orientation PPT
3) Learning Activity -  Students worked with their lab partners to complete Destinations 3, 4, 5, and the Career Connections careers.
Students also took their Post Test for their Expedition Orientation.
4) Wrap up - What to study and how to complete HW for STEM Orientation PPT.
5) HOMEWORK  - Read the STEM Orientation PPT (found in STEM files in Google Classroom) and take notes, where needed, for the information provided on the slides.  Worth 15 pts in the HW daily grade category.

Objectives:  All learning objectives associated with completing STEM Expedition Orientation. 


1) Who's here?
2) Class opener - logbook completion chat, grading rubric reminder, where to locate the STEM expedition orientation PPT
3) Learning Activity -  Students worked with their lab partners to complete Destinations 3, 4, 5, and the Career Connections careers.
Students also took their Post Test for their Expedition Orientation.
4) Wrap up - What to study and how to complete HW for STEM Orientation PPT.
5) HOMEWORK  - Read the STEM Orientation PPT (found in STEM files in Google Classroom) and take notes, where needed, for the information provided on the slides.  Worth 15 pts in the HW daily grade category.

Objectives:  All learning objectives associated with completing STEM Expedition Orientation. 


1) Who's here?
2) Class opener - logbook completion chat, grading rubric reminder, where to locate the STEM expedition orientation PPT
3) Learning Activity -  Students worked with their lab partners to complete Destinations 3, 4, 5, and the Career Connections careers.
Students also took their Post Test for their Expedition Orientation.
4) Wrap up - What to study and how to complete HW for STEM Orientation PPT.
5) HOMEWORK  - Read the STEM Orientation PPT (found in STEM files in Google Classroom) and take notes, where needed, for the information provided on the slides.  Worth 15 pts in the HW daily grade category.

Objectives:  I can identify the unique characteristics of STEM expeditions. I can identify practices that will help make me successful at STEM expeditions. 

1) Who's here?
2) Class opener - Grading rubric overview and logbook expectations reiterated and demonstrated for students.  Students updated their STEM Orientation Expedition Logbooks to reflect the correct Destination numbers.
3) Class work - students worked individually and with their lab partners to complete Destinations:  1 - Getting Started, 2 - STEM Expeditions, 3 - Career Expeditions, and began working on 4 - Reaching Goals. Students also began working on researching Careers in the Career Connections - OOH - Occupational Outlook Handbook. 
4) Wrap Up - Students were instructed to look through their logbooks to ensure all entries are suffiecient.
5) HOMEWORK - NONE

Objectives:  I can identify the unique characteristics of STEM expeditions. I can identify practices that will help make me successful at STEM expeditions. 

1) Who's here?
2) Class opener - Grading rubric overview and logbook expectations reiterated and demonstrated for students.  Students updated their STEM Orientation Expedition Logbooks to reflect the correct Destination numbers.
3) Class work - students worked individually and with their lab partners to complete Destinations:  1 - Getting Started, 2 - STEM Expeditions, 3 - Career Expeditions, and began working on 4 - Reaching Goals. Students also began working on researching Careers in the Career Connections - OOH - Occupational Outlook Handbook. 
4) Wrap Up - Students were instructed to look through their logbooks to ensure all entries are suffiecient.
5) HOMEWORK - NONE

Objectives:  I can identify the unique characteristics of STEM expeditions. I can identify practices that will help make me successful at STEM expeditions. 

1) Who's here?
2) Class opener - Grading rubric overview and logbook expectations reiterated and demonstrated for students.  Students updated their STEM Orientation Expedition Logbooks to reflect the correct Destination numbers.
3) Class work - students worked individually and with their lab partners to complete Destinations:  1 - Getting Started, 2 - STEM Expeditions, 3 - Career Expeditions, and began working on 4 - Reaching Goals. Students also began working on researching Careers in the Career Connections - OOH - Occupational Outlook Handbook. 
4) Wrap Up - Students were instructed to look through their logbooks to ensure all entries are suffiecient.
5) HOMEWORK - NONE

Objectives:  I can explain how an Expedition works.  I can navigate in an Expedition.

1) Who's here?
2) Class Opener - STEM Lab START up and END procedures issuance and review.  Students were provided a written list of STEM Lab START up and END procedures to follow upon entering the classroom. 
3) Lesson - Students worked individually and with partners to complete the first Destination1: Getting Started with their lab partner, or individually at their STEM lab benches. 
4) WRAP up - Students had to share 1 or 2 facts they learned from today's lesson about how expeditions work and how to navigate in an expedition.
5) HOMEWORK - none.

Objectives:  I can explain how an Expedition works.  I can navigate in an Expedition.

1) Who's here?
2) Class Opener - STEM Lab START up and END procedures issuance and review.  Students were provided a written list of STEM Lab START up and END procedures to follow upon entering the classroom. 
3) Lesson - Students worked individually and with partners to complete the first Destination1: Getting Started with their lab partner, or individually at their STEM lab benches. 
4) WRAP up - Students had to share 1 or 2 facts they learned from today's lesson about how expeditions work and how to navigate in an expedition.
5) HOMEWORK - none.

Objectives: I can explain how a STEM Expedition works.  I can navigate in an Expedition.


1) who's here?
2) Class opener - Students will be given a Step Completion Guide and will complete their STEM table desktop computer logins following the prompts on their guide.
3) Class Notes - Students will be given an outline of the STEM Expedition Orientation PPT presentation. Students will be guided through the highlights of the presentation and add their own notes where needed. The Orientation Grading Rubric will also be given to students to keep in their STEM science binder. Grading as it relates to destinations and tasks for the orientation will be explained.
4) Learning Activity - Students will then work with their STEM table partner to navigate, explore, and complete Destinations 1 and 2 in the STEM Orientation logbook. Destination 1 will be completed as a class. Destination 2 will be completed by the students at their pace.  (if absent, this will need to be made up)
5) WRAP UP - What do the Star, lightbulb, and checkmark represent in STEM expeditions?
6) HOMEWORK - none.

Objectives: I can explain how a STEM Expedition works.  I can navigate in an Expedition.


1) who's here?
2) Class opener - Students will be given a Step Completion Guide and will complete their STEM table desktop computer logins following the prompts on their guide.
3) Class Notes - Students will be given an outline of the STEM Expedition Orientation PPT presentation. Students will be guided through the highlights of the presentation and add their own notes where needed. The Orientation Grading Rubric will also be given to students to keep in their STEM science binder. Grading as it relates to destinations and tasks for the orientation will be explained.
4) Learning Activity - Students will then work with their STEM table partner to navigate, explore, and complete Destinations 1 and 2 in the STEM Orientation logbook. Destination 1 will be completed as a class. Destination 2 will be completed by the students at their pace.  (if absent, this will need to be made up)
5) WRAP UP - What do the Star, lightbulb, and checkmark represent in STEM expeditions?
6) HOMEWORK - none.

Objectives: I can explain how a STEM Expedition works.  I can navigate in an Expedition.


1) who's here?
2) Class opener - Students will be given a Step Completion Guide and will complete their STEM table desktop computer logins following the prompts on their guide.
3) Class Notes - Students will be given an outline of the STEM Expedition Orientation PPT presentation. Students will be guided through the highlights of the presentation and add their own notes where needed. The Orientation Grading Rubric will also be given to students to keep in their STEM science binder. Grading as it relates to destinations and tasks for the orientation will be explained.
4) Learning Activity - Students will then work with their STEM table partner to navigate, explore, and complete Destinations 1 and 2 in the STEM Orientation logbook. Destination 1 will be completed as a class. Destination 2 will be completed by the students at their pace.  (if absent, this will need to be made up)
5) WRAP UP - What do the Star, lightbulb, and checkmark represent in STEM expeditions?
6) HOMEWORK - none.

Objectives:  All for Chapter 0 - Concepts 1 and 2.
1) Who's here?
2) Students will take their Chapter 0 Concepts 1 and 2 Test.  Will be worth 40 pts in the major grade category. (If absent, your test will be sent to Wednesday, Thursday, Tuesday Make up sessions.)
3) Post - Assessment Self Reflection - Students will complete a post assessment self reflection 
4) HOMEWORK - Bring STEM binders, calculators, and Chromebook to class Thursday.

Objectives:  All for Chapter 0 - Concepts 1 and 2.
1) Who's here?
2) Students will take their Chapter 0 Concepts 1 and 2 Test.  Will be worth 40 pts in the major grade category. (If absent, your test will be sent to Wednesday, Thursday, Tuesday Make up sessions.)
3) Post - Assessment Self Reflection - Students will complete a post assessment self reflection 
4) HOMEWORK - Bring STEM binders, calculators, and Chromebook to class Thursday.

Objectives:  All for Chapter 0 - Concepts 1 and 2.
1) Who's here?
2) Students will take their Chapter 0 Concepts 1 and 2 Test.  Will be worth 40 pts in the major grade category. (If absent, your test will be sent to Wednesday, Thursday, Tuesday Make up sessions.)
3) Post - Assessment Self Reflection - Students will complete a post assessment self reflection 
4) HOMEWORK - Bring STEM binders, calculators, and Chromebook to class Thursday.

Objectives:  All objectives for Concept 1 and Concept 2. 
1) Who's here?
2) Happy Monday
3) Class Opener - Check and correct the Chapter 0 - Concepts 1 and 2 Study Guide.  Will be worth 25 pts in the daily grade HW category.
4) Kahoot Review game - Lab Equipment and Metric System/ Conversions
5) Wrap Up - Metric System Domino Partner Review practice activity/ Metric Conversion maze practice - Students will be allowed to choose the practice activity that best fits their learning needs. Each practice activity reviews the same concepts, but in different ways.
6) HOMEWORK - Chapter 0 Concepts 1 and 2 Test on Wednesday, 9/6 - Students have been aware of this assignment since Wednesday, August 30th.  Test will be worth 40 points and will be formatted as multiple choice, matching, and short answer. 

Objectives:  All objectives for Concept 1 and Concept 2. 
1) Who's here?
2) Happy Monday
3) Class Opener - Check and correct the Chapter 0 - Concepts 1 and 2 Study Guide.  Will be worth 25 pts in the daily grade HW category.
4) Kahoot Review game - Lab Equipment and Metric System/ Conversions
5) Wrap Up - Metric System Domino Partner Review practice activity/ Metric Conversion maze practice - Students will be allowed to choose the practice activity that best fits their learning needs. Each practice activity reviews the same concepts, but in different ways.
6) HOMEWORK - Chapter 0 Concepts 1 and 2 Test on Wednesday, 9/6 - Students have been aware of this assignment since Wednesday, August 30th.  Test will be worth 40 points and will be formatted as multiple choice, matching, and short answer. 

Objectives:  All objectives for Concept 1 and Concept 2. 
1) Who's here?
2) Happy Monday
3) Class Opener - Check and correct the Chapter 0 - Concepts 1 and 2 Study Guide.  Will be worth 25 pts in the daily grade HW category.
4) Kahoot Review game - Lab Equipment and Metric System/ Conversions
5) Wrap Up - Metric System Domino Partner Review practice activity/ Metric Conversion maze practice - Students will be allowed to choose the practice activity that best fits their learning needs. Each practice activity reviews the same concepts, but in different ways.
6) HOMEWORK - Chapter 0 Concepts 1 and 2 Test on Wednesday, 9/6 - Students have been aware of this assignment since Wednesday, August 30th.  Test will be worth 40 points and will be formatted as multiple choice, matching, and short answer. 

Objectives:  All learning objectives for concept 1 and concept 2 for Chapter 0.

1) Who's here?
2) Class Opener - Completed Practice Metric Conversion Problems - page 15 of Chapter 0 packet
3) Classwork -  Students were given a paper copy of their Chapter 0 Concepts 1 and 2 Test Study Guide to complete. During this time, Mrs. Hardy circulated throughout the class to discuss and answer questions students had about the material. 
4) Wrap Up - Circle time - what to expect next week and the test was shared with students. Students also shared what they were looking forward to this weekend.  
5) HOMEWORK - Complete the Chapter 0 Concepts 1 and 2 Test Study Guide, if not completed during class.  Will count as a 25 pt daily completion grade. Every question needs to be thoroughly answered to the best of your ability using your notes, classwork, and associated labs and other activity pages. 

Objectives:  All learning objectives for concept 1 and concept 2 for Chapter 0.

1) Who's here?
2) Class Opener - Completed Practice Metric Conversion Problems - page 15 of Chapter 0 packet
3) Classwork -  Students were given a paper copy of their Chapter 0 Concepts 1 and 2 Test Study Guide to complete. During this time, Mrs. Hardy circulated throughout the class to discuss and answer questions students had about the material. 
4) Wrap Up - Circle time - what to expect next week and the test was shared with students. Students also shared what they were looking forward to this weekend.  
5) HOMEWORK - Complete the Chapter 0 Concepts 1 and 2 Test Study Guide, if not completed during class.  Will count as a 25 pt daily completion grade. Every question needs to be thoroughly answered to the best of your ability using your notes, classwork, and associated labs and other activity pages. 

Objectives:  I can convert Metric to Metric conversions.

1)Who's here?
2) Class Opener - Metric Conversion Entrance Slip - Students had to recall their mnemonic device use to remember the order of the metric system prefixes and base units. Students then practiced metric conversion using the decimal moving method.  
3) Learning Activity - Review of Metric Conversions and temperature conversions. - video and class practice in packet notes.
4) Wrap Up - two takeaways from today's lesson
5) HOMEWORK - Complete the Practice Metric Conversion Page in your Chapter 0 Packet - page 15. 

Objectives:  I can convert Metric to Metric conversions.

1)Who's here?
2) Class Opener - Metric Conversion Entrance Slip - Students had to recall their mnemonic device use to remember the order of the metric system prefixes and base units. Students then practiced metric conversion using the decimal moving method.  
3) Learning Activity - Review of Metric Conversions and temperature conversions. - video and class practice in packet notes.
4) Wrap Up - two takeaways from today's lesson
5) HOMEWORK - Complete the Practice Metric Conversion Page in your Chapter 0 Packet - page 15. 

Objectives:  I can convert temperature from Celsius, Fahrenheit, and Kelvin. I can convert between metric to metric units. 
1) Who's here?
2) Class Opener -  Lab Safety and Lab Equipment Coloring Page - temperature conversions
3) Learning Activity - Metric System Conversion and Units Game
4) Wrap Up -  Check and correct metric system conversions
5) HOMEWORK -  Chapter 0 - Concept 1 and Concept 2 vocabulary terms - 16 vocabulary terms

Objectives:  I can convert temperature from Celsius, Fahrenheit, and Kelvin. I can convert between metric to metric units. 
1) Who's here?
2) Class Opener -  Lab Safety and Lab Equipment Coloring Page - temperature conversions
3) Learning Activity - Metric System Conversion and Units Game
4) Wrap Up -  Check and correct metric system conversions
5) HOMEWORK -  Chapter 0 - Concept 1 and Concept 2 vocabulary terms - 16 vocabulary terms

·       Attendance


·       Class
Opener – Turn in Measurement and Scientific Tools Lesson 2 Outline HW


·       Learning
Activity – Lab Safety and Lab Equipment Coloring Page


·       Wrap
Up – Turn in completed Lab Safety and Lab Equipment Coloring Page


·       HOMEWORK
– Read through your Concept 1 and Concept 2 Class notes and write define the 16
vocabulary terms. (found on the front of your Chapter 0 packet). Write
each term and define using complete sentences- Use your notes to complete the
vocabulary.

·       Attendance


·       Class
Opener – How was your weekend?


·       Learning
Activity – Read NOS 12 – NOS 18 and complete Measurement and Scientific Tools
Lesson 2 Content Vocabulary


·       Wrap
Up – Turn in completed Measurement and Scientific Tools Lesson 2 Content
Vocabulary


·       HOMEWORK
– Complete the Measurement and Scientific Tools Lesson 2 – Lesson Outline page.

·       Attendance


·       Class
Opener – Turn in completed Scientific Inquiry Lesson 1 Content Vocabulary page


·       Learning
Activity – Scientific Inquiry Lesson 1 – Lesson Outline


·       Wrap
Up – Turn in completed Lesson 1 Scientific Inquiry Outline


·       HOMEWORK
– None

·       Attendance


·       Class
Opener – Temperature Conversion Formula Notecards


·       Learning
Activity – Temperature Conversion Ice cream colorings


·       Wrap
Up – Check Temperature conversion colorings


·       HOMEWORK
– Read pages NOS 4 – NOS11. Complete the Scientific Inquiry Lesson 1 Content
Vocabulary page

Objectives:  I can perform temperature conversions for Celsius, Fahrenheit, and Kelvin. I can convert metric conversions.


1) Who's here?
2) Class Opener - Turn in Accuracy and Precision Lab Reports, Temperature Conversion practice problems and video
3) Notes -  Complete Concept 2 Measurement notes. (If absent, please complete your notes using the Concept 2 Measurement PowerPoint that can be found in Chapter 0 Nature of Science Materials on Google Classroom).
4) Activity -  Metric conversion video and practice problems (if absent, you will complete when completing your Concept 2 class notes.)
5) Wrap Up - Think, Pair- Share metric
6) Homework - Complete the Metric Conversion Practice HW pg 15 that is found in your Chapter 0 Nature of Science packet.

Objectives:  I can convert temperature measurements into Celsius, Fahrenheit, or Kelvin. I can convert metric measurements.

1) Who's here?
2) Class Opener - Temperature Conversion Practice Problems - Ice cream sundae answer color page. Students worked individually to set up and solve temperature conversion problems. Mrs. Hardy worked with and provided feedback and answered questions, wrote out examples on paper to leave with individual students during this time. 
3) Whiteboard practice problems - Walked through how to choose a temperature conversion formula, set up the problem, and how to input and calculate the answers using their calculators. 
4) Wrap up -  Provided answer key to students for them to check and correct their work and ice cream sundae coloring practice page.
5) HOMEWORK - None. Study over notes - daily 15 minutes.  Make notecards to practice material. 

Objectives: I can convert temperature measurements using Celsius, Fahrenheit, and Kelvin. I can convert between metric to metric measurements, and between metric to English system measurements.


1) Who's here?
2) Happy Monday Video 
3) Class Opener - Metric Units Entrance slip - students will complete the Metric Units Entrance Slip
4) Check and correct HW -Temperature Conversion Video and Temperature Conversion Practice Problems in notes.
4) Activity  and Wrap Up- Finish Round Robin Temperature Conversion Practice Activity.
7) HOMEWORK -  Complete the Temperature Conversion Practice Problem HW pg 14 in your Chapt 0 Nature of Science Packet.

Objectives:   I can calculate an average. I can convert temperature measurements into Celsius, Fahrenheit, or Kelvin.
 
1) Who's here?
2) Class Opener -  Class briefly reviewed the temperature conversion formulas from the previous day's notes. Watched a temperature conversion video explaining temperature conversion and how to use, apply, set up, and solve. Students then completed 3 Temperature conversion Practice Problems in their Chapter 0 packets in their Concept 2 Measurement notes.  (If absent, you need to complete the 3 practice problems).
3) Round Robin Temperature Conversion Activity - Students worked individually to practice temperature conversion in a timed round robin practice - Students did not complete this activity. We will begin class on Monday and finish the activity.
4) HOMEWORK -  None.

Objectives: I can use an example to explain the difference between accuracy and precision. I can calculate an average. If given data, I can determine if it is accurate, precise, or both.

1) Who's here?
2) Class Opener - Check and correct the Lab Safety/ Equipment Puzzle. Review Accuracy and Precision Lab results with class and lab partners.

3) Notes - Students will take notes on Concept 2 - Measurement. Focus will be on accuracy and precision, determining averages of scientific data, and practicing temperature conversions.

4) Temperature Conversion Practice activity- students will complete practice problems individually and with their lab partner.

5) Wrap Up - Think-Pair-Share  
6) HOMEWORK -  None 

Objectives: I can use an example to explain the difference between accuracy and precision. I can calculate an average. If given data, I can determine if it is accurate, precise, or both.

1) Who's here?
2) Class Opener - Check and correct the Lab Safety/ Equipment Puzzle. Review Accuracy and Precision Lab results with class and lab partners.

3) Notes - Students will take notes on Concept 2 - Measurement. Focus will be on accuracy and precision, determining averages of scientific data, and practicing temperature conversions.

4) Temperature Conversion Practice activity- students will complete practice problems individually and with their lab partner.

5) Wrap Up - Think-Pair-Share  
6) HOMEWORK -  None 

Objectives: I can use an example to explain the difference between accuracy and precision. I can calculate an average. If given data, I can determine if it is accurate, precise, or both.

1) Who's here?
2) Class Opener - Check and correct the Lab Safety/ Equipment Puzzle. Review Accuracy and Precision Lab results with class and lab partners.

3) Notes - Students will take notes on Concept 2 - Measurement. Focus will be on accuracy and precision, determining averages of scientific data, and practicing temperature conversions.

4) Temperature Conversion Practice activity- students will complete practice problems individually and with their lab partner.

5) Wrap Up - Think-Pair-Share  
6) HOMEWORK -  None 

Objectives: I can identify safe and unsafe behaviors in the lab. I can identify and describe the use of lab equipment given a picture or actual piece of equipment. I can use an example to explain the difference between accuracy and precision.

1) Who's here?
2) Class Opener - check and correct the Lab Equipment Identification practice HW. 
3) Lab Activity - Students will work in lab groups to complete the Accuracy and Precision Lab. (if absent, please see Mrs. Hardy to schedule a make up lab.) Pre-lab, Lab, and Post Lab portions -Lab report will be worth 20 pts and will be turned in to be checked for accuracy.
4)  Activity -  Complete the Lab Safety and Equipment Puzzle with lab bench partners.  Will be checked before beginning notes. If absent, you need to complete this page in your Chapter 0 packet
5) Wrap Up- Go over the Accuracy and Precision Lab and turn in completed report to Mrs. Hardy to be graded.

6) HOMEWORK - Bring calculators to class tomorrow, and complete the Lab Safety and Equipment Puzzle (if not completed during class).

Objectives: I can identify safe and unsafe behaviors in the lab. I can identify and describe the use of lab equipment given a picture or actual piece of equipment. I can use an example to explain the difference between accuracy and precision.

1) Who's here?
2) Class Opener - check and correct the Lab Equipment Identification practice HW. 
3) Lab Activity - Students will work in lab groups to complete the Accuracy and Precision Lab. (if absent, please see Mrs. Hardy to schedule a make up lab.) Pre-lab, Lab, and Post Lab portions -Lab report will be worth 20 pts and will be turned in to be checked for accuracy.
4)  Activity -  Complete the Lab Safety and Equipment Puzzle with lab bench partners.  Will be checked before beginning notes. If absent, you need to complete this page in your Chapter 0 packet
5) Wrap Up- Go over the Accuracy and Precision Lab and turn in completed report to Mrs. Hardy to be graded.

6) HOMEWORK - Bring calculators to class tomorrow, and complete the Lab Safety and Equipment Puzzle (if not completed during class).

Objectives: I can identify safe and unsafe behaviors in the lab. I can identify and describe the use of lab equipment given a picture or actual piece of equipment. I can use an example to explain the difference between accuracy and precision.

1) Who's here?
2) Class Opener - check and correct the Lab Equipment Identification practice HW. 
3) Lab Activity - Students will work in lab groups to complete the Accuracy and Precision Lab. (if absent, please see Mrs. Hardy to schedule a make up lab.) Pre-lab, Lab, and Post Lab portions -Lab report will be worth 20 pts and will be turned in to be checked for accuracy.
4)  Activity -  Complete the Lab Safety and Equipment Puzzle with lab bench partners.  Will be checked before beginning notes. If absent, you need to complete this page in your Chapter 0 packet
5) Wrap Up- Go over the Accuracy and Precision Lab and turn in completed report to Mrs. Hardy to be graded.

6) HOMEWORK - Bring calculators to class tomorrow, and complete the Lab Safety and Equipment Puzzle (if not completed during class).

Objectives: I can identify safe and unsafe behaviors in the lab. I can identify and describe the use of lab equipment given a picture or actual piece of equipment.


1) Who's Here?
2) Class Opener -  Checked and corrected Practice Lab Safety Scenarios HW. Students were reminded that HW will be expected to be completed before coming to class, and there will not be any copying. Copying a classmate's HW will be an automatic zero and is considered cheating. Use integrity and always do your own work. :)
3) Notes - Students took notes covering lab equipment. While taking notes, Mrs Hardy showed students pieces of actual lab equipment and we discussed how the equipment is used world around them.
4) Wrap-up - Students completed the Lab Equipment Identification Practice activity in their class packet. If students did not finish, it is to be completed for HW.  
5) HOMEWORK - Complete the Lab Equipment Identification Practice activity found in your class packet. Worth 10 pts in the daily grade category.

Objectives: I can identify safe and unsafe behaviors in the lab. I can identify and describe the use of lab equipment given a picture or actual piece of equipment.


1) Who's Here?
2) Class Opener -  Checked and corrected Practice Lab Safety Scenarios HW. Students were reminded that HW will be expected to be completed before coming to class, and there will not be any copying. Copying a classmate's HW will be an automatic zero and is considered cheating. Use integrity and always do your own work. :)
3) Notes - Students took notes covering lab equipment. While taking notes, Mrs Hardy showed students pieces of actual lab equipment and we discussed how the equipment is used world around them.
4) Wrap-up - Students completed the Lab Equipment Identification Practice activity in their class packet. If students did not finish, it is to be completed for HW.  
5) HOMEWORK - Complete the Lab Equipment Identification Practice activity found in your class packet. Worth 10 pts in the daily grade category.

Objectives: I can identify safe and unsafe behaviors in the lab. I can identify and describe the use of lab equipment given a picture or actual piece of equipment.


1) Who's Here?
2) Class Opener -  Checked and corrected Practice Lab Safety Scenarios HW. Students were reminded that HW will be expected to be completed before coming to class, and there will not be any copying. Copying a classmate's HW will be an automatic zero and is considered cheating. Use integrity and always do your own work. :)
3) Notes - Students took notes covering lab equipment. While taking notes, Mrs Hardy showed students pieces of actual lab equipment and we discussed how the equipment is used world around them.
4) Wrap-up - Students completed the Lab Equipment Identification Practice activity in their class packet. If students did not finish, it is to be completed for HW.  
5) HOMEWORK - Complete the Lab Equipment Identification Practice activity found in your class packet. Worth 10 pts in the daily grade category.

Objectives: I can identify safe and unsafe behaviors in the lab given a scenario. I can identify and describe common lab equipment and its use in the lab.

1) Who's here?

2) Class Opener - Utilize class discussion and written lab station reports and go over Lab Safety and Lab Equipment Station Lab - 1 -12 that was completed during Friday's 8/11/23 class.  (If absent, students will not be allowed to write down the answers given in class.  Students need to complete it as a make-up lab, as described per the 8/11/23 assignment description.)

3) Concept 1 - Lab Basics: Safety and Equipment notes - students will use the provided class Chapter 0 - Nature of Science packet to take Cornell notes covering lab basics. Notes will be given using a class PPT. (If absent, make sure to copy the notes into your notes packet using the notes found attached below.)  **PLEASE NOTE THAT WHEN ABSENT, STUDENTS WILL ALWAYS BE ABLE TO ACCESS PPT NOTES ON GOOGLE CLASSROOM, BUT IT IS ALWAYS A WISE PRACTICE TO FIND A SCIENCE CLASS BUDDY TO CHECK YOUR NOTES FOR ADDITIONAL DETAILS THAT MRS. HARDY MAY HAVE STATED AND ADDED DURING CLASS DISCUSSIONS WHILE TAKING NOTES.)**

4) Lab Scenarios Activity -  After completing notes, students will work individually and with their STEM lab bench partner to complete the "Lab Safety Scenarios" activity page found in their Chapter 0 Nature of Science class packet.  (if absent, this needs to be completed as HW and is due the day a student returns to class.) 

5) Wrap up - Give two take aways from today's class and one question you may still have about lab safety.

6) HOMEWORK -   Complete the Lab Safety Scenarios activity, if not completed in class.  (worth 10 daily grade points)

Objectives: I can identify safe and unsafe behaviors in the lab given a scenario. I can identify and describe common lab equipment and its use in the lab.

1) Who's here?

2) Class Opener - Utilize class discussion and written lab station reports and go over Lab Safety and Lab Equipment Station Lab - 1 -12 that was completed during Friday's 8/11/23 class.  (If absent, students will not be allowed to write down the answers given in class.  Students need to complete it as a make-up lab, as described per the 8/11/23 assignment description.)

3) Concept 1 - Lab Basics: Safety and Equipment notes - students will use the provided class Chapter 0 - Nature of Science packet to take Cornell notes covering lab basics. Notes will be given using a class PPT. (If absent, make sure to copy the notes into your notes packet using the notes found attached below.)  **PLEASE NOTE THAT WHEN ABSENT, STUDENTS WILL ALWAYS BE ABLE TO ACCESS PPT NOTES ON GOOGLE CLASSROOM, BUT IT IS ALWAYS A WISE PRACTICE TO FIND A SCIENCE CLASS BUDDY TO CHECK YOUR NOTES FOR ADDITIONAL DETAILS THAT MRS. HARDY MAY HAVE STATED AND ADDED DURING CLASS DISCUSSIONS WHILE TAKING NOTES.)**

4) Lab Scenarios Activity -  After completing notes, students will work individually and with their STEM lab bench partner to complete the "Lab Safety Scenarios" activity page found in their Chapter 0 Nature of Science class packet.  (if absent, this needs to be completed as HW and is due the day a student returns to class.) 

5) Wrap up - Give two take aways from today's class and one question you may still have about lab safety.

6) HOMEWORK -   Complete the Lab Safety Scenarios activity, if not completed in class.  (worth 10 daily grade points)

- Students will be given the class syllabus and Flinn Lab Safety Contract on Thursday, 8/10 and will review the highlights in class. (if absent, you can find the link to the class syllabus and Flinn Lab  Safety Contract below). 
- Students and parents will read and sign the class syllabus by Monday, 8/14.
- This assignment will be worth a daily hw grade of 15 points for the syllabus and 10 pts for the safety contract. If late, points will be deducted per school late work policy.

- Students will be given the class syllabus and Flinn Lab Safety Contract on Thursday, 8/10 and will review the highlights in class. (if absent, you can find the link to the class syllabus and Flinn Lab  Safety Contract below). 
- Students and parents will read and sign the class syllabus by Monday, 8/14.
- This assignment will be worth a daily hw grade of 15 points for the syllabus and 10 pts for the safety contract. If late, points will be deducted per school late work policy.

Objectives: I can identify safe and unsafe behaviors in the lab given a scenario. I can identify and describe common lab equipment and its use in the lab.

1) Who's here?

2) Class Opener - Utilize class discussion and written lab station reports and go over Lab Safety and Lab Equipment Station Lab - 1 -12 that was completed during Friday's 8/11/23 class.  (If absent, students will not be allowed to write down the answers given in class.  Students need to complete it as a make-up lab, as described per the 8/11/23 assignment description.)

3) Concept 1 - Lab Basics: Safety and Equipment notes - students will use the provided class Chapter 0 - Nature of Science packet to take Cornell notes covering lab basics. Notes will be given using a class PPT. (If absent, make sure to copy the notes into your notes packet using the notes found attached below.)  **PLEASE NOTE THAT WHEN ABSENT, STUDENTS WILL ALWAYS BE ABLE TO ACCESS PPT NOTES ON GOOGLE CLASSROOM, BUT IT IS ALWAYS A WISE PRACTICE TO FIND A SCIENCE CLASS BUDDY TO CHECK YOUR NOTES FOR ADDITIONAL DETAILS THAT MRS. HARDY MAY HAVE STATED AND ADDED DURING CLASS DISCUSSIONS WHILE TAKING NOTES.)**

4) Lab Scenarios Activity -  After completing notes, students will work individually and with their STEM lab bench partner to complete the "Lab Safety Scenarios" activity page found in their Chapter 0 Nature of Science class packet.  (if absent, this needs to be completed as HW and is due the day a student returns to class.) 

5) Wrap up - Give two take aways from today's class and one question you may still have about lab safety.

6) HOMEWORK -   Complete the Lab Safety Scenarios activity, if not completed in class.  (worth 10 daily grade points)

- Students will be given the class syllabus and Flinn Lab Safety Contract on Thursday, 8/10 and will review the highlights in class. (if absent, you can find the link to the class syllabus and Flinn Lab  Safety Contract below). 
- Students and parents will read and sign the class syllabus by Monday, 8/14.
- This assignment will be worth a daily hw grade of 15 points for the syllabus and 10 pts for the safety contract. If late, points will be deducted per school late work policy.

Objectives:  I can identify safe and unsafe practices in a laboratory. I can identify and describe the use of lab equipment.
1) Who's here?
2) Class Opener - Lab Safety Amoeba Sisters General Lab Safety video  (if absent, watch the video link below)
3) Lab Safety and Lab Equipment Lab - Students will work individually and with partners to complete a 12-station lab covering safety and equipment. (if absent, see Mrs. Hardy to schedule a make-up lab)
4) Wrap-Up - class discussion on 2 takeaways on safety and equipment
5) HOMEWORK - Remember to read and sign the class syllabus and Flinn Lab Safety Contract. Parents/guardians need to sign also.

Objectives:  I can identify safe and unsafe practices in a laboratory. I can identify and describe the use of lab equipment.
1) Who's here?
2) Class Opener - Lab Safety Amoeba Sisters General Lab Safety video  (if absent, watch the video link below)
3) Lab Safety and Lab Equipment Lab - Students will work individually and with partners to complete a 12-station lab covering safety and equipment. (if absent, see Mrs. Hardy to schedule a make-up lab)
4) Wrap-Up - class discussion on 2 takeaways on safety and equipment
5) HOMEWORK - Remember to read and sign the class syllabus and Flinn Lab Safety Contract. Parents/guardians need to sign also.

Objectives:  I can identify safe and unsafe practices in a laboratory. I can identify and describe the use of lab equipment.
1) Who's here?
2) Class Opener - Lab Safety Amoeba Sisters General Lab Safety video  (if absent, watch the video link below)
3) Lab Safety and Lab Equipment Lab - Students will work individually and with partners to complete a 12-station lab covering safety and equipment. (if absent, see Mrs. Hardy to schedule a make-up lab)
4) Wrap-Up - class discussion on 2 takeaways on safety and equipment
5) HOMEWORK - Remember to read and sign the class syllabus and Flinn Lab Safety Contract. Parents/guardians need to sign also.

Objectives: I can demonstrate and describe proper lab behavior and safety procedures. I can identify and describe the use of lab equipment.
- Who's Here?
- Class Opener - Lab Safety and Lab Equipment Questions (if absent, this does not have to be made up.)
- Distribute Phys Sci textbooks to students 
- Hand out Chapter 0 - "Nature of Science" paper packet to students to put in their class binders.
-  Give students a copy of the 8th Grade STEM/ Phys Sci Class Syllabus and review the highlights as a class. 
- Give students a copy of the Flinn Middle School Lab Safety Contract - review and discuss as a class.
- Students will be given the Google classroom code - 5ypnvk2 and will log in successfully. 
- Yarn Connection - get to know you class activity
- Wrap up - Begin Lab Stations: the Lab Safety and Lab Equipment lab was discussed with the students. We will begin the lab in class on tomorrow - Friday, 8/11. (if absent, this does need to be made up. Please see Mrs. Hardy to schedule a make-up lab time.)

HOMEWORK -  Read and sign the Class Syllabus (15 pts HW grade) and the Flinn Lab Safety Contract (10 pts HW grade) - DUE MONDAY - 8/14.  Sign into the Google classroom using the provided code.

Objectives: I can demonstrate and describe proper lab behavior and safety procedures. I can identify and describe the use of lab equipment.
- Who's Here?
- Class Opener - Lab Safety and Lab Equipment Questions (if absent, this does not have to be made up.)
- Distribute Phys Sci textbooks to students 
- Hand out Chapter 0 - "Nature of Science" paper packet to students to put in their class binders.
-  Give students a copy of the 8th Grade STEM/ Phys Sci Class Syllabus and review the highlights as a class. 
- Give students a copy of the Flinn Middle School Lab Safety Contract - review and discuss as a class.
- Students will be given the Google classroom code - 5ypnvk2 and will log in successfully. 
- Yarn Connection - get to know you class activity
- Wrap up - Begin Lab Stations: the Lab Safety and Lab Equipment lab was discussed with the students. We will begin the lab in class on tomorrow - Friday, 8/11. (if absent, this does need to be made up. Please see Mrs. Hardy to schedule a make-up lab time.)

HOMEWORK -  Read and sign the Class Syllabus (15 pts HW grade) and the Flinn Lab Safety Contract (10 pts HW grade) - DUE MONDAY - 8/14.  Sign into the Google classroom using the provided code.

Objectives: I can demonstrate and describe proper lab behavior and safety procedures. I can identify and describe the use of lab equipment.
- Who's Here?
- Class Opener - Lab Safety and Lab Equipment Questions (if absent, this does not have to be made up.)
- Distribute Phys Sci textbooks to students 
- Hand out Chapter 0 - "Nature of Science" paper packet to students to put in their class binders.
-  Give students a copy of the 8th Grade STEM/ Phys Sci Class Syllabus and review the highlights as a class. 
- Give students a copy of the Flinn Middle School Lab Safety Contract - review and discuss as a class.
- Students will be given the Google classroom code - 5ypnvk2 and will log in successfully. 
- Yarn Connection - get to know you class activity
- Wrap up - Begin Lab Stations: the Lab Safety and Lab Equipment lab was discussed with the students. We will begin the lab in class on tomorrow - Friday, 8/11. (if absent, this does need to be made up. Please see Mrs. Hardy to schedule a make-up lab time.)

HOMEWORK -  Read and sign the Class Syllabus (15 pts HW grade) and the Flinn Lab Safety Contract (10 pts HW grade) - DUE MONDAY - 8/14.  Sign into the Google classroom using the provided code.