Lesson Plans December 5th to December 21st Mrs. Moore Earth Science

All classes on Monday the 5th

Period 2,4, and 9 -Tuesday and Thursday the following Monday and Wednesday

Period 3,5, and 10 -Wednesday and Friday the following Tues. and Thurs

All Classes on Friday December 16th

Monday - Lesson on Geologic History. (Lesson in response to a large number of students missing the geo history questions on the test) Students will then have time to fix test question they missed on the exam from Friday.  When finished students will be asked to find pictures and information of 15 common minerals and 15 common rocks.  The material will be arranged in a slide presentation on haparra. Assignment will be due by Monday.

Day 1 - review test results.  Start mineral and rock mini unit.  We will start with a walk around looking and touching the actual minerals and rocks.  We will then start the physical and chemical testing of the items.  We will cover, hardness, luster, HCl, density, streak, tenacity, and crystal pattern. Students will be asked to research the formula for each item. We will prepare for our rock/mineral identification lab. Remaining time will be spent on the slide presentation.

Day 2 - We will start with a review on how to determine density of odd shaped items.  Complete rock and mineral identification lab. Results will be on a hapara sheet and turned in at the end of class.  Students will have to work efficiently in class and complete at least 10 minerals/rocks. Remaining time will be spent on the slide presentation.

Following week.

Day 1 - Practise flame test lab. Review all safety rules. Collect data and information to be successful in our flame test lab.

Day 2 - Complete flame test lab. Finish with a mineral mania worksheet.

Friday - Mineral/ Rock notes and information plus an identification quiz.

Monday/ Tuesday - Rice Crispy Rock Cycle modeling.

Lesson Plans November 28th to December 2nd Mrs. Moore Earth Science

Period 2, 4, and 9 Monday, Wednesday, and Friday

Period 3, 5, and 19 Tuesday, Thursday, and Friday

Day 1 - Start with review quiz on skyward. Dipping sponges again. Overview of the four pieces of evidence for historical geology; fossils, comparative anatomy, embryology, and DNA. We will look at natural selection of the blue footed booby. Students will be asked to find traits of the blue footed booty that has allowed it to survive and thrive. As a group we will look at the fossil record of the horse. We will review our definitions of evolution and natural selection and look at the art project from last week.   Class will be given geologic history timeline assignment. We will be in groups of three and four students.  You will be given 26 items to place on a timeline to scale.  This assignment will be due on Monday, December 5th.  The rubric will be available on my science web page for geology.

Day 2  Skyward review questions. A review sheet will be given for the test on Friday.  We will divide into reading groups.  Each group will read a short article and collectively create a visual summary to share with the class.  Remaining time will be spent on the timeline project. While students are working the BBC series Walking with Dinosaurs will be playing on the front screen.  Students will have plenty of time to ask questions about the test on Friday in class. Any questions not covered in class can be emailed to me  and I will respond asap.  

Friday - Test over Relative dating/ absolute dating and geologic history. Any extra time can be used on the project or starting to memorize the minerals and rocks.

Lesson Plans November 14th to November 23rd Mrs. Moore Earth Science

All classes on Monday the 14th

Period 2,4, and 9 meet Tuesday and Thursday

Period 3,5, and 10 meet Wednesday and Friday

Monday November 21st Period 2,4, and 9

Tuesday November 22nd Period 3,5, and 10

All classes Wednesday Nov. 23rd

Monday - Kahoot on Geological History. Students will then be given a quizlet with terminology that will be used in this portion or our geology unit.  Homework is to watch the Timeline of Earth’s history in 1 year on geology web page.  (4th video down).

Day 1 Skyward assignment on terms and video.  Students will skim a beginners guide to fossil hunting in Illinois.  We will start our petrified sponges and our molds and casts.  As a group we will go through the slide presentation Geologic Time and fossils.  Homework worksheet, due the next time we have class.  The homework is to color a comparative anatomy sheet.  You will need 6 different colors. A copy is on the web page and a paper copy will be given in class.

Day 2  Dip sponges/ dig out molds and make casts. Review types of fossils and why and how we use them to explain the past.  A classroom demonstration of a timeline of all of geologic history from 4.6 billion years to today.  Students will keep track of terms Mrs. Moore uses and class will end when our sheets are filled up.  The purpose is to introduce terminology.

Monday/ Tuesday - Dip sponges and make observations/ Dig out cast and share our findings with our class. Short skyward assessment.  Review our visual presentation of geologic history on the front board. We will complete a standing demonstration with 26 items from the timeline. We will focus on natural selection today - we will work through a simulation of a herd of animals watching the trait of height. We will revisit the skyward assignment for any revisions. If time allows we will start our art project of the Paleozoic era and an awesome video on natural selection.  Homework is to complete the picture before you go on Thanksgiving break.

Wednesday - Review Geologic history on the front board. We will focus today on the Mesozoic era.  We will watch selected videos from the Walking with Dinosaurs series BBC.  A skyward assessment will be given at the end of the class on what fossils can tell us about the past.  If student do not finish in class I will leave it open until Friday.  

Lesson Plans November 7th to November 10th Mrs. Moore Earth Science

Period 2,4, and 9 meet Monday and Thursday.

Period 3,5, and 10 meet Tuesday and Thursday.

Day 1.  - Start with a review of the data from our attempt at a quiz over relative and absolute dating of rocks.  We will discuss what we see and what it means, and what should be the next step.  We will talk about the validity and reliability of the data.  Students will make suggestions as to what would improve accuracy of results as well as improvement of results.  We will then take another quiz on skyward and analyze the data.  We will continue with a penny lab to demonstrate absolute dating of rocks.  We will impute our data in a spreadsheet and make a prediction/hypothesis as to what the results will show.  We will concluded with two short videos  on the Geology web page.  Homework is to read the article on how diamonds are formed and be prepared to discuss the material on Thursday. Yes there will be required questions. http://geology.com/articles/diamonds-from-coal/

Day 2.  - Discuss article from geology.com on the formation of diamonds.  We will continue with an activity where the students will be given visible geology diagrams and asked to both relative date and absolute date the materials

There will be an addition of using fossil knowledge (plus help from the chromebook) to make more in depth descriptions of geologic history of an area. Homework will only be assigned if students do not finish work in class!

Next Generations Science Standards

MS-ESS1-4. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.  

Lesson Plans October 31st to November 4th Mrs. Moore Earth Science

Monday  and Wednesday Period 2,4, and 9.

Tuesday and Thursday Period 3, 5, and 10.

Friday  all classes

Day 1 - Start with a skyward review of relative dating (3).  Look specifically at common Illinois fossils that are displayed in the back of the room with slide show presentation. Review seven geological principles and discuss when it does not work.  Penny/ M & M demonstration on radioactive decay with spreadsheet graphing. If time we will look at Nuclear Half Life: Calculations video on my geology web page.We will end with a single radioactive decay word problem on skyward. Homework is five multiple choice radioactive decay questions. This is due Friday.

Day 2 - Start with a radioactive decay problem on Skyward.  We will review the common Illinois fossils and the process of identifying fossils. We will attempt to reconstruct the history of the land on a visible geology diagram. We will complete practise radioactive decay (absolute dating) problems.  Time remaining in class will be used to complete homework due on Friday.  Also quiz on Friday!

Friday - Quiz on relative and absolute dating.  We will work on identifying the common Illinois fossils plus our minerals and rocks!!!  We will look at what all this information synthesis means to our world today. Homework reading with questions, due next week.

MS-ESS1-4.Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.

MS-ESS2-2.Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.

MS-ESS2-3.Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

Lesson Plans October 24th October 28th Mrs. Moore Earth Science

Long classes this week

Monday  and Wednesday Period 2,4, and 9.

Tuesday and Thursday Period 3, 5, and 10.

Day 1-   Start with a few practise sequence problems. Class will end with a sequence problem on skyward.  Notes on the seven geological principles and relative dating. Notes will be on chrome book and shared with me for a grade.  Go to Visible Geology and create several geologic features and look at them from all angles. We will look at faults, tilts, folds,and intrusions.  Students will be asked to watch Great Minds; James Hutton and answer several questions on a skyward assignment by Wednesday morning.

Day 2 - Start with a few practise sequence problems from Visible Geology. Class will end with a sequence problem on skyward. Review seven geological principles using Visible Geology and the video Great Minds; James Hutton.  Start our review of 7 principles of historical geology slides from our web page.  Students will be asked to look at the slide and become an instant teacher.  Homework worksheet will be given and is due Monday.  Homework is also on web page -

relative_dating_worksheet__1_.pdf

Lesson Plans October 17th to October 20th Mrs. Moore Earth Science

New Unit - Geology

Monday - Review test data. Make statements based on the number evidence. We will go over the test question and the students will help me input data and analyze the results of our first exam of the year.  Students will write a hypothesis statement about our next exam based on the data from our last exam.  I will again introduce the idea of uniformitarianism as well as introduce our next unit on geology.

Tuesday - Shortened classes because of the assemble.  Mr. Carpenter and I will be joining classes and having one history class. (I am very excited to be able to teach US History)

Wednesday- Early out short classes - Visual geology introduction. Students will be asked to create a model of tilted layers with a fault on a hill.   Homework assignment will be given and is due on Monday.

Thursday - Class will start with a shared powerpoint presentation.  This will be the textbook material for the next two weeks.  We will start our study of the 7 principles of geological history. This material is located on http://lombardmiddleschoolmrsmoore.weebly.com/.   There will be time for questions about the homework assignment in class.  Remember homework is due Monday.

No school Friday

MS-ESS1-4.Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
MS-ESS2-2.Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
MS-ESS2-3.Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. 

Lesson Plans October 11th to October 14th Mrs. Moore Earth Science

** You will have science class everyday this week.**

Tuesday -  Start with a skyward assignment. Review the concept of gravity, universe formation, scale models of the solar system, and our mission to the moon.  Virtual tour of ISS.    https://www.nasa.gov/externalflash/ISSRG/  http://www.nasa.gov/mission_pages/station/research/index.html

Wednesday - Review Kahoot test in class

Thursday - Start Astronomy Test after a short review. Students will be tested using the  Chrome book- please make sure your chrome book is fully charged for today's lesson.

Friday - Finish all tests and play a famous astronomers game.   This is the end of the quarter!!

Lesson Plans October 3rd to October 7th Mrs. Moore Earth Science

Monday -Day 1 (period 2,4, and 9)

Tuesday - Day 1 (period 3,5 and 10)

Wednesday - Day 2 (Period 2, 4, and 9)

Thursday - Day 2 (period 3,5, and 10)

Friday - Regular day all classes

Day 1 - Review worksheet on Moon phases as bell work. Skyward quiz on Moon phases.  Students will develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. (Back to the golf ball, clay and paper Sun)  Second, students will create a model showing the seasons are a result of a tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. We will use the words aphelion and perihelion in our discussion.  The students will use a computer simulation to understand seasons. http://highered.mheducation.com/sites/007299181x/student_view0/chapter2/seasons_interactive.html   Students will end the class with a Internet search to find the answers to simple data questions. This will be collected as the students leave.

Day 2 - Students will have a scientific notation question on the chalkboard.  No help will be given. Answers will be turned in on index cards.  Students will have a  lesson on when and why America sent men to the Moon.  In class students will be given a timeline that they will have to illustrate with pictures.  This will be due on Hapara. This activity will be completed on a google slide show.

Friday - Students will have 10 minutes to research rocket technology.  Students will be given a variety of items and will be asked to get a toilet paper roll to hit the ceiling.  A string will act as the friction of the atmosphere.  When that goal is complete they will be asked to increase payload and repeat.  To add to the fun of this, each group will be assigned a country name and given a credit card with an amount of money they can spend on supplies.  Students will have to work within their budget to get to the MOON!!!!  

MS-ESS1-1. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

ESS1.A: The Universe and Its Stars  Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. (MS-ESS1-1)  Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) ESS1.B: Earth and the Solar System  The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1-2),(MSESS1-3)  This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.(MS-ESS1-1)  The solar system appears to have formed from a disk of dust and gas, drawn together by gravity.

MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system.

CCSS.MATH.CONTENT.8.EE.A.4

Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology

ELA/Literacy -
RST.6-8.7	Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ESS1-3)

Lesson Plans September 26th to September 30th Earth Science Mrs. Moore

Lesson Plans September 26th to September 30th

Earth Science Mrs. Moore

Monday -Day 1 (period 2,4, and 9)

Tuesday - Day 2 (Period 2,4, and 9)

Wednesday - Day 1 (period 3, 5, and 10)

Thursday -  Day 2 (period 3, 5, and 10)

Friday - Regular Schedule

Day 1 - Students will start with a math problem on the chalkboard using astronomy data in a word problem.  Students will need to answer in scientific notation. This is a partnered problem.  Second we will review the life cycle of a star with a  paper concept map.  Students will complete and turn in during in class.  Students will receive a shared document of the HR diagram.  Students will be asked to explain what the chart is telling us about stars.  We will end our discussion with a skyward quiz.  Student will be asked to research information about the Moon.  Front row will research origins, middle row will research obit both rotation and revolution looking at moon cycles, back row will research structure - atmosphere, surface, inner layers. We will have a share time to finish class.  Each row will be asked to add to our shared notes document.  Homework is to watch both moon videos on my web page - Lunar cycle, Moon Phases. http://lombardmiddleschoolmrsmoore.weebly.com/astronomy.html

Watch at Home or if you do not have Internet at home:

1. Watch at lunch or
2. Watch in advisory
3. Or open the videos and leave the page open so you can finish the video at home.
4. Go to SUCCESS after school to watch video.

Day 2  Students will start with a math problem on the chalkboard using astronomy data in a word problem.  Students will need to answer in scientific notation. This is a partnered problem. We will start our lesson today with a moon cycle competition.  Students will work in groups of two to make a model of the moon cycles using golf balls, clay, and jello molds.  We will continue by adding solar and lunar eclipses. The last 10 minutes of class  the students will complete a kahoot game with the moon information.

Friday - Students will start with a math problem on the chalkboard using astronomy data in a word problem.  Students will need to answer in scientific notation. This is a partnered problem. Moon Cycle Model activity.  Students will create a model of the moon cycle using the filling of Oreo Cookies.  A picture of the final project along with the pros and cons of the activity will be due at the end of the class.  Homework will be a two sided worksheet - one on the sun and one on the moon cycle.  This will be due Monday.

MS-ESS1-1. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

ESS1.A: The Universe and Its Stars  Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. (MS-ESS1-1)  Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. (MS-ESS1-2) ESS1.B: Earth and the Solar System  The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1-2),(MSESS1-3)  This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.(MS-ESS1-1)  The solar system appears to have formed from a disk of dust and gas, drawn together by gravity.

MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system.

CCSS.MATH.CONTENT.8.EE.A.4

Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology

ELA/Literacy -
RST.6-8.7	Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ESS1-3)

Lesson Plans September 19th to September 23rd Earth Science Mrs. Moore

Lesson Plans September 19th to September 23rd

Earth Science Mrs. Moore

MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system.

CCSS.MATH.CONTENT.8.EE.A.4

Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology

ELA/Literacy -
RST.6-8.7	Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ESS1-3)

Monday -Day 1 (period 2,4, and 9)

Tuesday - Day 1 (period 3,5 and 10)

Wednesday - Regular Schedule

Thursday - Regular Schedule

Friday - Regular Schedule

Day 1 - Students will start with a math problem on the chalkboard using astronomy data in a word problem.  Students will need to answer in scientific notation. This is a partnered problem. Students will be reminded of AU information and how we have attempted to model this in/out of the classroom. Students will review the big bang theory approx 14 billion years ago and our evidence which leads us to this accepted theory.  Students will be refreshed on the geography of our universe namely the subdivisions. Students will have the remaining time to work on the model of the planets to size. The project is due at the end of class along with a justification statement on why they chose to complete their project in their visual display. Homework due by Friday - Habara workspace - copy and paste pictures of the sun to give information about the function of the sun. Sentences about why you chose each individual picture should accompany the document.  At least 5 pictures are required.

Wednesday -   Students will start with a math problem on the chalkboard using astronomy data in a word problem.  Students will need to answer in scientific notation. This is a partnered problem.   The focus of our new material will be to look at the difference between fission and fusion. Students will look at the life cycle of stars.  We will create a class flow chart that will help us explain how stars function.

Thursday - Students will start with a math problem on the chalkboard using astronomy data in a word problem.  Students will need to answer in scientific notation. This is a partnered problem.  Students will be given the HR diagram and asked to explain what information is present and what it tells us about the life of stars.  Exit questions on skyward will be assigned.  

Friday - Students will start with a math problem on the chalkboard using astronomy data in a word problem.  Students will need to answer in scientific notation. This is a partnered problem. New today will a clarification of the Solar Nebula theory.  We will continue to the orbit of Earth around the sun focusing on seasons, moon cycles, and tides. Homework is due today. Reminder that this is a Habara assignment.

Lesson Plans September 12th to September 16th Earth Science Mrs. Moore

Lesson Plans September 12th to September 16th

Earth Science Mrs. Moore

MS-ESS1-2 Develop and use a model to describe the role of gravity in the motions

within galaxies and the solar system.

MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system.

CCSS.MATH.CONTENT.8.EE.A.4

Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology

ELA/Literacy -
RST.6-8.7	Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-ESS1-3)

Monday -Day 1 (period 2,4, and 9)

Tuesday - Day 1 (period 3,5 and 10)

Wednesday - Celebration Day

Thursday - Day 2 (Period 2, 4, and 9)

Friday - Day 2 (period 3,5, and 10)

Day 1 - Start with a word problem using scientific notation. Students will  complete in partner groups. We will discuss the size of the universe and work on a visual expression that will diagram the largest items to the smallest being Earth. Students will create individual flowcharts. We will use the terms from our homework worksheet to add information and details to our charts.  Students will participate in a walking activity matching terms to definitions and place our results on the wall in the classroom. The measuring system of Astronomical Units will be explained in both metrics and scientific notation. Students will create a visual display of the distance between planets in our solar system using the astronomical unit measurements.  Homework is to fix the astronomy term sheet if necessary and resubmit it for a better grade.

 

Day 2 - Start with a word problem using scientific notation and our solar system. We will then look at data about our Solar system specifically planet distance from the sun, individual planet radius and diameter, planet moons, planet density, and planet orbital paths.  We will take time to find valid images of galaxies, pulsars, neutron stars, white dwarfs, supernovas, and black holes.  WIth this information we will complete a walking solar system outside, weather permitting, followed by a project making a scale model of the planet’s size.  Homework is to complete the model by class next week.