• September 2^nd, 2008
•     Introduction to me and class
•     Fill out Student Info Index Card

HW: None

MU:  Fill out Student Info Index Card

• September 3^rd, 2008   
•      Review website and go over questions
•      Go over safety contract (skits by students)  
•      Tour of classroom (if necessary)

HW: Review website and answer questions by Monday, bring science notebook by Monday and get safety contract signed by parents.

MU:  Do website questions,  and get safety contract from Mrs. Berwick and have it signed by parents.

• September 4^th, 2008
•     Check out textbooks, and turn in forms
•     Object Identification Activity (what is it? why do you think that?)
•     Discuss difference between observations and inferences
•     Brainstorm types of observations (5 senses & qualitative vs. quantitative)
•     Case of the Vanishing Breakfast Activity from Minds On Hands On Activity Book

HW: Review website and answer questions by Monday, bring science notebook by Monday and get safety contract signed by parents if you have not already done so.

MU: None

• September 5^th, 2008
•     Skepticism about science readings and discussion about how you know what's real science
•         Pesticide Drift: Immigrants in California's Central Valley are sick of breathing poisoned air
•        Gut Decisions May Not Be Smart: Letting your unconscious guide complex decision-making may not necessarily be the most productive way to make choices, a new study says
•        Health Risk or Hysteria: Plastic Baby Bottles and Bisphenol A
•     Find an article using the COWs that you think is real science and one that you think is not real science. Print a copy of both and compare them... why do you think one has real science and the other does not? Write a 1/2 page to full page to answer this question.

HW: Review class website and answer questions by Monday, bring science notebook by Monday and get safety contract signed by parents if you have not already done so. Get article if you did not find one in class.

MU: Look at articles above, read through, and then find an article that you think is real science and one that you think is not real science. Print a copy of both and compare them... why do you think one has real science and the other does not? Write a 1/2 page to full page to answer this question.

• September 8^th, 2008
•     Set up Notebook sections
•         one section for Notes, Questions of the Day and Demo Explanations,
•         one section for practice problems and classroom activities
•         one section for explorations
•         make tabs for formulas and glossary pages in back
•         make finish and help sticky notes
•     Discuss articles that you got over the weekend.
•         share with a partner and discuss why one is real science and one is not
•     Come up with a list as a class about what makes something seem like real science and what makes it not.

•     Question of the Day
•     Brainstorm types of quantitative observations (measurements) you can make
•     Measurements
•         Introduce (SI unit) Metrics-what do you know?
•         Prefixes and Converting
•         Practice measuring items (go through items and determine instruments and units to be used and then what is the measurement)

HW: None

MU: Review Question of the Day, get notes from someone in class

• September 9^th, 2008
•     Question of the Day
•     (visualizing prefixes website link)
•     Review how to use a ruler and graduated cylinder
•     Metric Olympics
•         read history about Olympics while they copy down the table.

HW: Finish calculated score (difference between estimate and actual) and total.

MU: Do Question of the Day and come in before school to make up Metric Olympics Activity.

• September 10^th, 2008
•     Finish Metric Olympics
•     Question of the Day
•     Scales
•     Metric Me  or Scale drawing of classroom

HW: Finish Metric Me or Scale drawing of classroom

MU: Do Question of the Day, get notes from someone in class and do Metric Me or Scale drawing of classroom.

• September 11^th, 2008
•     Introduction to me and class (what do you know and what do you want to know)
•     Discuss what you've done in other class so far
•     Review website and go over questions
•     Fill out Student Info Index Card
•     Go over safety contract ? 
•     Tour of classroom (if necessary)
•     Set up Notebook sections
•         one section for Notes, Questions of the Day and Demo Explanations,
•         one section for practice problems and classroom activities
•         one section for explorations
•         make tabs for formulas and glossary pages in back
•         make finish and help sticky notes

HW: Review website and answer questions by Monday, and get safety contract signed by parents if you didn't do one for Mr. Wood.

MU:  Fill out Student Info Index Card, do website questions,  and get safety contract from Mrs. Berwick and have it signed by parents.

• September 12^th, 2008
•     Skepticism about science readings and discussion about how you know what's real science
•         Pesticide Drift: Immigrants in California's Central Valley are sick of breathing poisoned air
•        Gut Decisions May Not Be Smart: Letting your unconscious guide complex decision-making may not necessarily be the most productive way to make choices, a new study says
•        Health Risk or Hysteria: Plastic Baby Bottles and Bisphenol A
•     Find an article using the COWs that you think is real science and one that you think is not real science. Print a copy of both and compare them... why do you think one has real science and the other does not? Write a 1/2 page to full page to answer this question.

HW: Review class website and answer questions by Monday, get safety contract signed by parents if you have not already done so. Find an article that you think is real science and one that you think is not real science or fabricated/bias for audience. Print a copy of both and compare them... why do you think one has real science and the other does not? Write a 1/2 page to full page to answer this question.

MU: Look at articles above, read through, and then find an article that you think is real science and one that you think is not real science. Print a copy of both and compare them... why do you think one has real science and the other does not? Write a 1/2 page to full page to answer this question.

• September 15^th, 2008   
•     Discuss articles that you got over the weekend.
•         share with a partner and discuss why one is real science and one is not
•     Come up with a list as a class about what makes something seem like real science and what makes it not.
•     Object Identification Activity (what is it? why do you think that?)
•         Discuss difference between observations and inferences
•     Brainstorm types of observations (5 senses & qualitative vs. quantitative)
•     Case of the Vanishing Breakfast Activity from Minds On Hands On Activity Book

HW: None

MU: Come in before or after school to make up participation points.

• September 16^th, 2008    
•     Question of the Day
•     Measurements
•         Introduce (SI unit) Metrics for each measurement-what do you know?
•         Prefixes and Converting (visualizing prefixes website link)
•         Practice measuring items (go through items and determine instruments and units to be used and then what is the measurement)

HW: The Importance of Units Handout (Pg 27 in Hands On Chemistry Activities)

MU: Review Question of the Day, get notes from someone in class

• September 17^th, 2008
•     Question of the Day
•     Metric Conversion Handout   
•    Metric Scavenger Hunt (last page of document)

HW: Finish Metric Conversion Handout and Metric Scavenger Hunt

MU: Review Question of the Day, and do both the Metric Conversion Handout and Metric Scavenger Hunt

• September 18^th, 2008   
•     Review Handout from previous days: Importance of Units, Metric Conversions and Metric Scavenger Hunt
•     Question of the Day1
•     Metric Conversions Trick
•     Metric Quiz
•     Question of the Day 2

HW: None

MU: Do Question of the Day, get notes from someone in class.

• September 19^th, 2008    
•     Question of the Day
•     Toy Exploration
•         discuss experiment aspects
•         write 5 testable questions for your toy
•                 make sure they each have both a responding variable and a manipulated variable
•         pick one to test
•         write a hypothesis for your chosen question
•                 use if...MV then...RV because... why format
•         identify 4 variables: 3 CV, MV, RV, EC
•         write procedure
•             materials, steps of exactly what you do,repeat the whole experiment  3 times, record data
•         data table with MV in first column and RV T1, RV T2, RV T3 and Ave RV in following columns
•         graph
•     When finished get initial by Berwick and then start testing

HW: Finish pre-lab if you did not in class, if you started testing calculate any averages you can and graph the averages you calculate.

MU: Review the Question of the Day, come in before school to make up start of Toy Exploration.

• September 22^nd, 2008
•       Question of the Day 1 (Variables practice if needed Simpson's Identifying Variables Worksheet or Identifying Variables Practice)
•       Question of the Day 2 (Writing procedures practice if needed Describing Procedures Activity)
•       Question of the Day 3
•       Question of the Day 4
•       Using Chapter 10 in Science Process Skills book review drawing best fit lines and writing relationship statements
•       If you haven't finished, continue collecting data for Toy Exploration (at least 3 trials)

•             calculate averages

•       Once you have finished collecting data, complete your graph, analysis and write your conclusion using lab format to support.

•       Extra Credit: Interpreting Graphs Handout

HW: Complete analysis and finish conclusion for Toy Exploration.

 MU: Complete your analysis and write your conclusion using lab format to support.

•  September 23^rd, 2008
•     Finish Conclusions... discuss whether hypothesis was supported, expalin things/errors that could have affected your results, explain how what you learned could be applied in the real world and include a new question to test related to your experiment.
•     Work in groups to summarize your experiment to the class, put info on small poster paper (determine who is sharing what)
•         purpose question, hypothesis, brief method for testing (can be pictures for poster), results, relationship statement, application to the real world and future question.
•     Review measurements, metric conversions, and how to complete an exploration and write it up properly for Quest on Unit 1.

HW: Study for Quest using Review

MU: Come in before or after school to present your groups exploration and Study for Unit 1 Quest using Review.

• September 24^th, 2008  
•     Go over Review
•     Unit 1 Quest over measurements, metric conversions, and how to complete an exploration and write it up properly.
•     Pre Assessment Comic Strip "What you remember about Motion."
•         guides/hints: various types, how to describe, historical views and current laws that explain it

HW: Complete your comic strip about what you remember about motion.

MU: Come in before or after school to make up Unit 1 Quest,  do a pre-assessment comic strip.

• September 25^th, 2008
•     Present your Toy Explorations as a group
•     Question of the Day

•     Interactive Notes on Chapter 2 (PowerPoint)

•     Speed Questions

HW: Finish Speed Questions

MU: Present your Toy Exploration, do Question of the Day, get notes from someone else in class or from the PowerPoint above through pg 9, answer the concept check questions and do Speed Questions.

• September 26^th, 2008 

•     Question of the Day
•     Continue Chapter 2 (PowerPoint) pg 10-13

•     Speed Demonstrations (each group pick one to demonstrate to class)

•                *Demonstrate an object with constant motion and one with changing motion.

•                *Demonstrate two different average speeds and explain how you know they are different speeds using data

•                 *Demonstrate two objects with the same average speeds, but different instantaneous speeds.

•                 *Demonstrate two objects with the same speed, but different velocities.
•     Design a Speed Investigation
•         Do pre-lab and get initialed before testing: purpose question, hypothesis, variables, procedure, data table and graph
•         Go out and test your groups' question

HW: Finish your pre-lab for your Speed investigation

MU: Do the Question of the Day, review PowerPoint above for notes on pages 10-13, come in before or after school to make up the Speed Demos, and your pre-lab for the Speed Investigation.

• September 29^th, 2008

•     Continue Speed Investigation

•         Go out to test your groups' question

•         Calculate speed and averages (analysis section so show your work!)

•         Make your graph

•         Write your conclusion

•     Question of the Day

•     Introduce CPO Timer

•         How to time with just timer

•         How to time with photogates and timer

HW: Finish Speed Investigation Lab if you didn't finish in class

MU: Do Question of the Day, come in before or after school to make up Speed Investigation and CPO activities

• September 30^th, 2008

•     Continue learning how to use CPO Timers

•     What starts and stops the timer with the different lights on?

•     How to determine speed using CPO timers

•     Learn how to set up Timer, Photogates, Cars, Ramps and Stand

•     Which group will have greatest speed?

•             discuss variables...

•     Each group come up with variable they want to test and design an investigation to test.

•          Do prelab: purpose question, hypothesis, variables, procedure, data table and graph

•          Start collecting data

HW: Finish pre-lab

MU: Come in before or after school to make up activities.