Science homework: write the crossword puzzle out in complete sentences. The instructions are on the puzzle at the bottom. These will be collected on Thursday.
Dr. Martin's Classroom
Tuesday, 25 March 2008
Science homework: write the crossword puzzle out in complete sentences. The instructions are on the puzzle at the bottom. These will be collected on Thursday.
Sunday, 23 March 2008
SC-06-2.3.1 Students will explain the phenomena of time (e.g., day, year, moon phases, eclipses) based on the Earth-sun-moon system. DOK 3
Monday – 3/24/08 Bell Ringer: What type of calendar do we use today? Bell Ringer: What is meant by the term phase? Wednesday – 3/26/08 Bell Ringer: A lunar calendar is based on what time period? Bell Ringer: Compare the words waning and waxing. Activity: Note sheets on the sun’s structure. Sun’s structure activity. Exit Slip: Etch-a-Sketch the layers of the sun. Enrichment: Sustained silent reading. Reading Log. Complete the comprehension questions for “The Water Cycle .“
Friday, 21 March 2008
Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically Earth’s seasons. Bell Ringer: What time periods are measured on a calendar? Activity: Seasons Open Response. Calendar Note Sheet (using game format). Collected extra credit. Exit Slip: What culture developed our calendar? What two men were responsible for our calendar? Enrichment: SSR and reading log. Complete comprehension questions for “The Atmopshere." Library time today!
Thursday, 20 March 2008
Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically Earth’s seasons. Bell Ringer: What's the relationship between the Earth's tilt and the sun? Activity: Seasons Worksheet. Students worked in groups (mostly) and completed (with a lot of help) a worksheet on the seasons. They were allowed to finish any details on their Seasons Poster if they had time remaining (many had over 20 minutes to work on posters). Extra credit à write an informational poem about the seasons (due FRIDAY). Exit Slip: How long is a true Earth day, month & year? Enrichment: SSR and reading log. Read and discuss “Mysterious Glowing Creatures."
Wednesday, 19 March 2008
Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically Earth’s seasons. Bell Ringer: Etch-a-Sketch: the Earth’s revolution around the sun and the seasons. Activity: Begin season activity. Students worked in groups (mostly) and drew, labeled and colored a diagram of the Earth's revolution around the sun and the resulting seasons. Extra credit à write an informational poem about the seasons (due FRIDAY). Exit Slip: How would the seasons be affected if the Earth’s revolution around the sun were longer? Enrichment: SSR and reading log. Read and discuss “The Atmosphere.” Use Key Word Notemaking and Diagram interpretation as you read the packet. These will be a part of the score on tomorrow's comprehension test.
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Updated: Wednesday, 19 March 2008 2:52 PM EDT Permalink | Share This Post Tuesday, 18 March 2008
Objective: Describe the effect of the Sun's energy on the Earth system, specifically Earth's seasons. Bell Ringer: Name the 4 seasons and give the month/day on which each begins. Activity: Seasons Note sheet. What causes seasons on Earth? Homework: Extra-credit (due Friday) -- Write a poem on the seasons that is informational. Exit Slip: What would happen if the Earth were not tilted?
Monday, 17 March 2008
Objective: Pre-test on Earth Science Standard SC-06-2.3.1 and 2.3.2. Bell Ringer: Prepare scantron for pre-test. Activity: Collect Hurricane Open Response. Pre-test. Exit Slip: What is the greenhouse effect? Is it real? Why or why not? This is graded.
Thursday, 13 March 2008
SC-06-1.1.2 Students will identify and describe evidence of chemical changes in matter. DOK 2 SC-M6 1.1.1 Students will explain how or why mixtures can be separated using physical properties. DOK 2 SC-06-4.6.2 Students will describe: the effect of the Suns’ energy on the Earth system; the relationship between the Sun’s energy and seasons. The Sun is the major source of energy for Earth. The water cycle, winds, ocean currents and growth of plants are affected by the Sun’s energy. Seasons result from variations in the amount of the Sun’s energy hitting Earth’s surface. DOK 3 Monday – 3/10/08Bell Ringer: How do you know a chemical change has occurred? Objectives: Review how to identify and describe evidence of chemical changes in matter; how mixtures can be separated using physical properties; and how the Sun’s energy impacts the water cycle (weather), winds and ocean currents (climate). Activity: Complete the review sheet for the post-test on Thursday. Exit Slip: List 3 physical and 3 chemical changes in matter. Enrichment: Sustained silent reading. Reading Log. Complete the reading activity “The Sparrow.” Tuesday – 3/11/08 Bell Ringer: Distinguish between an element, compound and mixture. Objectives: Review how to identify and describe evidence of chemical changes in matter; how mixtures can be separated using physical properties; and how the Sun’s energy impacts the water cycle (weather), winds and ocean currents (climate). Activity: Review game based on review sheets. Exit Slip: Describe 4 ways to separate mixtures. Enrichment: Sustained silent reading. Reading Log. Complete the reading activity “Leap Year.” Wednesday – 3/12/08 Activity: Finish reveiw for test TOMORROW!!!! If time allows, play educational review games. Friday – 3/14/08 Bell Ringer: Prepare scantron for test. Objectives: Discuss the role of the water cycle in weather. Describe how the sun’s energy determines weather.
Monday, 10 March 2008
SC-06-1.1.2 Students will identify and describe evidence of chemical changes in matter. DOK 2 SC-M6 1.1.1 Students will explain how or why mixtures can be separated using physical properties. DOK 2 SC-06-4.6.2 Students will describe: the effect of the Suns’ energy on the Earth system; the relationship between the Sun’s energy and seasons. The Sun is the major source of energy for Earth. The water cycle, winds, ocean currents and growth of plants are affected by the Sun’s energy. Seasons result from variations in the amount of the Sun’s energy hitting Earth’s surface. DOK 3 Monday – 3/10/08Bell Ringer: How do you know a chemical change has occurred? Objectives: Review how to identify and describe evidence of chemical changes in matter; how mixtures can be separated using physical properties; and how the Sun’s energy impacts the water cycle (weather), winds and ocean currents (climate). Activity: Complete the review sheet for the post-test on Thursday. Exit Slip: List 3 physical and 3 chemical changes in matter. Enrichment: Sustained silent reading. Reading Log. Complete the reading activity “The Sparrow.” Tuesday – 3/11/08 Bell Ringer: Distinguish between an element, compound and mixture. Objectives: Review how to identify and describe evidence of chemical changes in matter; how mixtures can be separated using physical properties; and how the Sun’s energy impacts the water cycle (weather), winds and ocean currents (climate). Activity: Review game based on review sheets. Exit Slip: Describe 4 ways to separate mixtures. Enrichment: Sustained silent reading. Reading Log. Complete the reading activity “Leap Year.” Wednesday – 3/12/08 Mr. Gatti’s Field Trip. We will be gone from 1st through 5th periods for this field trip. Thursday – 3/13/08 Bell Ringer: Prepare scantron answer sheet for test. Objectives: Discuss the role of the water cycle in weather. Describe how the sun’s energy determines weather. Activity: Take post-test. Exit Slip: Turn in test and scantron. Enrichment: Sustained silent reading. Reading Log. Complete making and using pie charts. Friday – 3/14/08 Bell Ringer: What determines our seasons? Objectives: Describe the relationship between the Sun’s energy and seasons. Explain how the Earth’s tilt determines the seasons. Activity: Note sheets on Seasons. Exit Slip: Etch-a-Sketch the four seasons. Enrichment: Sustained silent reading. Reading Log. Complete the activity on stem and leaf plots. May be modified as the week passes!!!!!
Wednesday, 5 March 2008
I went over the maps for the 1st 2 pages of the yellow worksheet packet. I actually showed the isobars and isotherms and the students drew them on their papers. Tomorrow I'll go over the fronts and help them with the "weather map." I explained how folktales are great weather predictors. This should help them with the folktales page.
Monday, 3 March 2008
SC-06-4.6.2Students will describe: the effect of the Suns’ energy on the Earth system; the relationship between the Sun’s energy and seasons. The Sun is the major source of energy for Earth. The water cycle, winds, ocean currents and growth of plants are affected by the Sun’s energy. Seasons result from variations in the amount of the Sun’s energy hitting Earth’s surface. DOK 3 Monday – 3/3/08Bell Ringer: What is the purpose of a weather map? Objectives: Discuss the role of the water cycle in weather. Describe how the sun’s energy determines weather. Activity: Start Weather Map Project. Exit Slip: What are the 3 major things shown on a weather map? Enrichment: Sustained silent reading. Reading Log. Complete the article “A Stinging Surprise.” Tuesday – 3/4/08 Bell Ringer: What is an isobar? Objectives: Discuss the role of the water cycle in weather. Describe how the sun’s energy determines weather. Activity: Continue working on Weather Map Project. Exit Slip: What does it mean when the isobars are closer together? Enrichment: Sustained silent reading. Reading Log. Complete “Curious Creatures.” Wednesday – 3/5/08 Bell Ringer: What is an isotherm? Objectives: Discuss the role of the water cycle in weather. Describe how the sun’s energy determines weather. Activity: Continue working on Weather Packet Activity. Exit Slip: What do isotherms show you on the map? Enrichment: Sustained silent reading. Reading Log. Complete “Catching a Wave.” Thursday – 3/6/08 Bell Ringer: What is a folktale? Objectives: Discuss the role of the water cycle in weather. Describe how the sun’s energy determines weather. Activity: Continue working on Weather Packet Activity. This is now homework due on Monday (3/10). Exit Slip: What can folktales tell you about weather? Enrichment: Sustained silent reading. Reading Log. Library time. Complete “What are Tides.” Complete for homework!!! Friday – 3/7/08 No School!!!!!
Monday, 25 February 2008
SC-06-4.6.2Students will describe: the effect of the Suns’ energy on the Earth system; the relationship between the Sun’s energy and seasons. The Sun is the major source of energy for Earth. The water cycle, winds, ocean currents and growth of plants are affected by the Sun’s energy. Seasons result from variations in the amount of the Sun’s energy hitting Earth’s surface. DOK 3 Monday – 2/25/08 Exit Slip: What are the 3 major types of clouds? Enrichment: Sustained silent reading. Reading Log. Complete the graphical analysis activity. Tuesday – 2/26/08 Bell Ringer: Etch-a-Sketch the 3 types of clouds. Objectives: Discuss the role of the water cycle in weather. Describe how the sun’s energy determines weather. Activity: Note sheets on Ch 2. Exit Slip: Describe how clouds form. Enrichment: Sustained silent reading. Reading Log. Read, discuss and complete “The Mysterious Glow.” Wednesday – 2/27/08 HOMEWORK: Test Corrections and finish Climatographs/Stem&Leaf Plot
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Updated: Thursday, 28 February 2008 9:13 AM EST Permalink | Share This Post Tuesday, 19 February 2008
SC-06-4.6.2Students will describe: the effect of the Suns’ energy on the Earth system; the relationship between the Sun’s energy and seasons. The Sun is the major source of energy for Earth. The water cycle, winds, ocean currents and growth of plants are affected by the Sun’s energy. Seasons result from variations in the amount of the Sun’s energy hitting Earth’s surface. DOK 3 Monday, 2/18/08No School, Presidents’ Day Tuesday, 2/19/08 Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically the water cycle, winds, ocean currents and climate. Bell Ringer: Which layer of the atmosphere has most of the weather? Activity: Global Wind Patterns Activity. What are the major wind patterns on Earth? HOMEWORK: STUDY FOR TEST ON THURSDAY!!!!! Exit Slip: What is the ozone layer and what is its purpose? Enrichment: SSR and reading log. Complete comprehension questions for “The Atmosphere.” Wednesday, 2/20/08 Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically the water cycle, winds, ocean currents and climate. Bell Ringer: Etch-a-Sketch: convection currents in the atmosphere. Activity: Go over review sheet for test. Exit Slip: Create a picture that represents the relationship between climate and weather. Enrichment: SSR and reading log. Read and discuss “Lichens.” Thursday, 2/21/08 Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically the water cycle, winds, ocean currents and climate. Bell Ringer: Draw a diagram of our atmosphere and label it. Activity: Test on Climate, Currents, Atmosphere and Winds. Exit Slip: Give the purpose of each layer of the atmosphere. Enrichment: SSR and reading log. Complete comprehension questions for “Lichens.” Friday, 2/22/08 Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically the water cycle, winds, ocean currents and climate. Bell Ringer: What role do winds play in weather? Activity: Notes on Chapter 2. What is the role of the water cycle in weather? Exit Slip: Etch-a-Sketch the water cycle. Enrichment: SSR and reading log. Read, discuss and complete the comprehension questions for “Glaciers.” We will go to the library today.
Posted by docmartinbgms
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Updated: Tuesday, 19 February 2008 1:20 PM EST Permalink | Share This Post Thursday, 14 February 2008
Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically the water cycle, winds, ocean currents and climate. Bell Ringer: What role does the ionosphere play in communications? Activity: Completed Note Sheet on Winds. Collected EXTRA CREDIT! Exit Slip: How much of the Earth’s atmosphere is found in the troposphere? What traps it there? Homework: Finish review sheet for Test.
TEST NEXT THURSDAY!!
We did not meet 5th period today....
Monday, 11 February 2008
SC-06-4.6.2Students will describe: the effect of the Suns’ energy on the Earth system; the relationship between the Sun’s energy and seasons. The Sun is the major source of energy for Earth. The water cycle, winds, ocean currents and growth of plants are affected by the Sun’s energy. Seasons result from variations in the amount of the Sun’s energy hitting Earth’s surface. DOK 3 Monday, 2/11/08 Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically the water cycle, winds, ocean currents and climate. Bell Ringer: Name the 5 layers of the atmosphere in order from closest to the surface to farthest. Activity: Continue discussion and notes on the atmosphere and weather. Exit Slip: Does the space shuttle ever go into space? If not, where does it fly? Enrichment: SSR and reading log. We will read and discuss “The Atmosphere” Tuesday, 2/12/08 Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically the water cycle, winds, ocean currents and climate. Bell Ringer: Which layer of the atmosphere has most of the weather? Activity: Layers of the atmosphere and energy transfer activity. *****Receive Review Sheet for Test on Tuesday, February 19th!!! The test will cover Ocean Currents, The Atmosphere & Winds (Chapters 3 & 1 from the textbook). Exit Slip: What is the ozone layer and what is its purpose? Enrichment: SSR and reading log. Complete comprehension for “The Atmosphere” Wednesday, 2/13/08 Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically the water cycle, winds, ocean currents and climate. Bell Ringer: What role does the ionosphere play in communications? Activity: Finish atmosphere and energy transfer activity. EXTRA CREDIT: Write a poem about the layers of the atmosphere. DUE THURSDAY, 2/14/08!!!!! Exit Slip: How much of the Earth’s atmosphere is found in the troposphere? What traps it there? Enrichment: SSR and reading log. Read and discuss “Lichens” Thursday, 2/14/08 Objectives: Describe the effect of the Suns’ energy on the Earth system, specifically the water cycle, winds, ocean currents and climate. Bell Ringer: Etch-a-Sketch: convection currents in the atmosphere. Activity: Notes on Winds. Exit Slip: Create a picture that represents the relationship between climate and weather. Enrichment: SSR and reading log. Complete the comprehension questions for “Lichens” Friday, 2/15/08NO SCHOOL for students!
Posted by docmartinbgms
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Updated: Monday, 11 February 2008 7:36 AM EST Permalink | Share This Post Friday, 8 February 2008
Objectives: Describe how energy is transferred. Distinguish the 3 modes of energy transfer. Explain the relationship that exists between climate and ocean currents. Discuss the relationship between climate and weather.Bell Ringer: Draw a diagram that shows how currents impact climate. Activity: Notesheets on THE ATMOSPHERE. HOMEWORK: STUDY!!!! Exit Slip: How do winds cause currents? Enrichment: SSR and reading log. Complete comprehension questions for “Lightning.”
Thursday, 7 February 2008
Objectives: Describe how energy is transferred. Distinguish the 3 modes of energy transfer. Explain the relationship that exists between climate and ocean currents. Discuss the relationship between climate and weather. Bell Ringer: What is a biome? Activity: Climate and Biomes Activity. HOMEWORK: Finish activity. Exit Slip: What does climate have to do with biome type? Enrichment: SSR and reading log. Read and take notes on “Lightning.”
Tuesday, 5 February 2008
Objectives: Describe how energy is transferred. Distinguish the 3 modes of energy transfer. Explain the relationship that exists between climate and ocean currents. Discuss the relationship between climate and weather. Bell Ringer: Distinguish between climate and weather. Activity: Climate Activity #2. HOMEWORK: Finish Climate Activity #2. STUDY!!! Exit Slip: 3 Way Tie: convection currents, climate and biomes? Enrichment: SSR and reading log. We will read complete the assignment for “The Sun’s Radiation” and discuss homophones. This will be finished for homework.
Monday, 4 February 2008
Objectives: Describe how energy is transferred. Distinguish the 3 modes of energy transfer. Explain the relationship that exists between climate and ocean currents. Discuss the relationship between climate and weather. Bell Ringer: What is the scientific term for heat and how do we measure heat? Activity: Go over homework (notes from book) and take notes on Climate. Homework: TEST CORRECTIONS...get parent signatures on test. This is not optional, all students must do test corrections unless they had a 90% or better on the test. Exit Slip: What are the units for heat? What is equilibrium? Enrichment: Mr. Hundley will be here for Project Alert.
Posted by docmartinbgms
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Updated: Tuesday, 5 February 2008 4:16 PM EST Permalink | Share This Post Friday, 1 February 2008
Friday, 2/1/08Objectives: Describe how energy is transferred. Distinguish the 3 modes of energy transfer. Explain the relationship that exists between climate and ocean currents. Discuss the relationship between climate and weather.Bell Ringer: Draw a diagram that shows conduction and one that shows convection. Activity: Finish Energy Forms activity and Currents Activity. HOMEWORK: Climate Note Sheet (I gave them books) & Currents Graphing Activity. Exit Slip: Which type of energy transfer is responsible for ocean currents? Enrichment: SSR and reading log. Complete graphical analysis activity.
Posted by docmartinbgms
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Updated: Friday, 1 February 2008 2:34 PM EST Permalink | Share This Post |
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