Today in integrated science class, students began their chemistry unit! We began with a classification of matter through a reading, and then students were asked to create a flow chart/idea web that organized the information. Students then began the Atomic models lab 14 LAKEVIEW VERSION. In this lab, students will be looking at different examples of molecules, compounds, elements, and mixtures and learning how to classify matter.

Science 8 students today completed their data collection and analysis of the buggy lab, and then they presented their data. Students were asked to analyze their peer’s work to determine whether their results were due to human error or the motion of the car. Students learned that a straight line on a position vs. time graph shows constant speed, and anything else (curved, jagged, ect) would indicate that the object is moving at some kind of acceleration. We also determined that you need to measure a cars trip at several points to determine whether it was moving at constant speed: two data points (start and end) will only give you average speed.  Tomorrow, we’ll be determining what type of motion the cars have using a motion detector.

HOMEWORK: NONE

Today in integrated science class, students took notes about relative dating and used two worksheets to practice dating different rock layers (Shared in Google Classroom). Tomorrow, we’ll check over some of the answers and determine how we tell a geologic history from one of the rock diagrams.

Science 8 students finished up their tests over Reproduction today, which should be int he grade book by the end of the day. They also took their pretests on motion, and we will continue to determine how motion works later this week.

HOMEWORK: Integrated= Test Thursday over Earth science, retake of exit ticket tomorrow.
Science 8= Wandering Plumes article annotated by Friday. Please log into the website using the “Sign in with Google” link at the top of the page.

Today in class, students in integrated science learned about Karst formations, which are created by chemical weathering of limestone, water erosion, and some deposition (Karst topography notes). Students also took a short questionnaire about karst (Karst Questions). They will have a test on Thursday over our earth science unit.

Students in science 8 took their reproduction unit test today on illuminate.

HOMEWORK: Integrated= study for test Thursday
Science 8=none

Today in class, integrated science students reviewed the answers to the Weathering, erosion, and deposition questions. Then we turned on the stream table and modeled some simulations of river weathering, erosion, and deposition. Students learned that on the outside curve of a stream, there is more weathering and erosion that occurs. On the outside curve, more deposition occurs. Students saw that the stream/river will change course to follow the path of least resistance (downhill) and this will cause some homeowners problems if they aren’t careful about where they purchase property.

Science 8 students took their retake of their genetics quizzes and then worked on the Pedigree Worksheet 2. We also said what would be on the test tomorrow. For asexual and sexual reproduction, students will need to know advantages, disadvantages, and characteristics of each type of reproduction. They should study their TAG Mitosis:Meiosis and Mitosis Worksheet and Diagram Identification. Students should know how to ID phases of mitosis from a picture, and they should know the end products of mitosis and meiosis (how many cells, genetics, amount of DNA). Finally, students should know the material from the genetics portion of our unit. This will include punnett squares (Punnett Squares with Spongebob), co-dominance (Codominance Worksheet (cattle, chickens)), and pedigrees (Pedigree worksheets keys).

HOMEWORK: Integrated=none
Science 8= Study for test; Llama breeding program for extra credit.

Today on our two-hour delay, students in Integrated received back their answers from yesterdays check on identifying plate boundaries, and then they worked on the Weathering, erosion, and deposition questions.

Science 8 students received back their Chestnut Reading and then were reminded of the quiz retake tomorrow on Genetics and the Test on Genetics Friday. Students used the rest of the period to work on pedigree diagrams on the worksheet they received, and then they worked on their Llama breeding programs.

HOMEWORK: Integrated= watch the Glaciers video
Science 8= Genetics Quiz retake tomorrow, Pedigree diagram worksheet due tomorrow. Test Friday over Reproduction, Genetics, and cellular processes (mitosis/meiosis). Llama breeding program due Friday.

Today in integrated science, students took notes and reviewed the Plate Tectonic Theory notes (shared in google classroom). Students will be using this information tomorrow to determine what plate boundaries were not marked on the maps they were given last week.

Science 8 students turned in their readings over the American Chestnut tree, and then we did the wheel of traits. Students were asked to predict who they were most genetically similar to, and then after their work we determined who was most similar. Afterwards, students discussed what this meant for the concept of race, as well as the reading they’ve done for Night. Students read an article on eugenics, and will be discussing it tomorrow, as well as learning about pedigree diagrams.

HOMEWORK:Integrated=none
Science 8=watch the Pedigree Diagrams

Today in class, students in integrated science worked on the exit ticket covering plate boundaries. Students in science 8 worked on their genetics quiz.

HOMEWORK: Integrated=none
Science8= annotate the “Chesnut” reading. Due Monday

Today in class, students in integrated science took notes on the different types of plate boundaries (information found on https://pubs.usgs.gov/gip/dynamic/understanding.html ). Students learned that there are 3 types of boundaries: Convergent, Divergent, and Transform (and there is a dance to go with this). They also learned about the many features and events that occur due to these boundary types, and we viewed some examples from the maps in the previous day’s labs.

Science 8 students graded and turned in the Codominance Worksheet (cattle, chickens) . Afterwards, we discussed the influence of genetics on taste, and we did a small test to see who in the room is a “super taster”. Afterwards, we looked at two different foods to conduct a taste test: Broccoli and Kale. Students were asked to determine which was more bitter, and then we shared some of the health benefits of each food. For the remainder of the period, students worked on the llama breeding program problem.

HOMEWORK: Integrated= exit ticket tomorrow over plate boundaries. STUDY THE WEBSITE!
Science 8= Study for the Quiz tomorrow on genetics (normal and codominance will be covered; check out the article “Is there a gene for liking broccoli?” and “Investigating a stinky smell” in your google classroom).

Today in integrated science, students created and presented their criteria for different categories of plate boundaries. In period 1, students will need to refine these and turn them in, but period 2 will continue to present tomorrow. Maps are available online in Google Classroom for students to create their criteria.

Science 8 students learned today about co-dominance, and worked on the Codominance Worksheet (cattle, chickens). Students also turned in their baby labs today, and began a short challenge problem about breeding llamas.

HOMEWORK: Integrated= exit ticket on plate boundaries on Friday; Period 1= create your categories for different plate boundaries.
Science 8= Taste Test consent form due tomorrow. Codominance Worksheet (cattle, chickens) due tomorrow. Quiz Friday over genetics.