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How to Use Spreadsheets

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  • HW: Finish More Exercises (on Google Classroom).

  • CW: Completed Spreadsheet Practice (on Google Classroom).

  • DN: Join the science Google Classroom (see instructor for code).

  • EQ: How do you create a table and chart with a trendline?

Resources

 [youtube=://www.youtube.com/watch?v=iW_VkG4pNhU&w=854&h=480] 

Lesson Outline

5min Students join Google Classroom and open Spreadsheet Practice.

5min Practice using Autofill.

5min< Practice finding sums and averages.

5min Practiceentering formulas..

5min< Practice creating charts and adding trendlines.

5min Students start on More Exercises assignment (via Google Classroom).

5min Put away Chromebooks. Clean up. Wrap up.

AIM: Students will practice using spreadsheets and become familiar with basic skills including creating tables and charts.

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Safety in the Science Classroom

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  • HW: (1) Write 4 multiple-choice safety questions (separate sheet of paper). (2) Signed safety contract and course outline.

  • CW: Start on safety questions.

  • EQ: What are the safety guidelines when working in a lab?

RESOURCES

Safety Contract & Multiple Choice Questions

Haiku Worksheet (for Notebook)

  

LESSON OUTLINE

5min< Overview of the Haiku rules.

5min< Finding what's wrong with Haiku A & B. Individual, share with pairs, then class discussion.

10min Students write a Haiku. Share with class.

5min> Students watch lab safety video.

15min Identification of safety equipment and location in the classroom. Overview the use of eyewash and fire extinguisher. Overview lab safety contract.

5min Demonstrate format for multiple choice question Students write 4 multiple choice questions on safety. Finish for homework. Wrap up.

AIM: Students can outline the safety rules and locations of safety equipment.

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A Get To Know You Pop-Up

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  • CW: Pop-up Page

Resources

  

Lesson Outline

5min Demonstrate how to make a pop-up book template. Show examples. (Step by step examples on the board.)

5min< Students make their own pop-up book template.

10min  Students add 3 likes, 3 dislikes, 1 interesting facts, title, haiku, and pictures/art to pop-up.

10min Tour of the key sites on campus.

10min Students share their likes and dislikes.

5min  Clean up and collect all items.

AIM: Students will practice the skills of making a 1-page Pop-Up book about themselves.

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First Day: Laying Out The Rules & Setting Expectations

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  • HW: Parent reads and signs the course outline

  • CW: Paragraph summary & annotations

  • EQ: What are the rules and expectations of the class?

Resources

G7 Course Outline Template (2021-22)

Lesson Outline

5min Teacher assigns seats.

5min Students make a name plate out of paper. (Students keep till next Friday.)

5min Teacher self-introduction. Short Q & A.

10min Practice Reading for Comprehension Techniques with course outline for the first few paragraphs. Peer share, group share highlights and annotations.

10min> Repeat for key paragraphs.

5min Paragraph Summary.

5min  Share paragraphs – random selection. Explain homework. Wrap up.

AIM: Students will become familiar with the rules and extra dictations of the class by reading & annotating the course outline; and writing a short summary paragraph.

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Photosynthesis & Cellular Respiration: Heart Beat Song

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  • CW: Short Answers for Heart Beat questions.

  • DN: Find your pulse and measure your hear rate (bpm).

  • Reminders: Individual Video Projects (Experiment or Scientific Test) are due on Wednesday (3/25). If you did not turn in a group project, you must turn in an individual video project. Changing test or experiments is a 10% deduction on the project grade.

Resources

Photosynthesis & Cellular Respiration Diagram

LESSON OUTLINE

5min Students complete the Do Now by finding pulse and measuring their heart rate.

5min Students answer question 1 (What does blood circulate?). Group discussion and class sharing. Teacher asks guiding questions and provides background information.

10min Students measure and compare laying down vs standing heart rates. Students answer question 2 (Why does your heart rate increase when you stand up?) - using terms from cellular respiration. Group discussion and class sharing. Teacher asks guiding questions (What do your brain cells need? How do they get it?) and provides background information.

10min Students measure their heart rates immediately after 1 minute of exercise. Students answer question 3 (Why does your heart rate increase when exercise?) - using terms from cellular respiration. Group discussion and class sharing. Teacher asks guiding questions (Does exercise require more or less energy?) and provides background information.

10min Demonstration: Heart Rate (bpm) changes with exercise in real time.

5min Collect materials. Clean up. Wrap up.

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Photosynthesis & Cellular Respiration: SUPER StopMotion Animation (Day 3 of 3)

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  • HW: Finish Chemistry Balancing Practice worksheet.

  • CW: Finish Stop-Motion Animations with voiceovers and turn in via Google Classroom.

  • DN: What is photosynthesis?

  • Reminders: Work on your project (Experiment or Scientific Test). Group Projects are due Wednesday, no exceptions. Changing test or experiments is a 10% deduction on the project grade.

RESOURCES

Chemistry Balancing Practice Worksheet

Stop Motion Studio App (free)

LESSON OUTLINE

5min> Students complete the Do Now by clearing tables and have their technology on the table.

5min> Students are placed in groups of 3 or 4.

10min Teacher outlines the four animations: [1] Chloroplast & Mitochondria [2] Sugar to Cellulose [3] Plant Growth [4] Chuck-Ken Run. Teacher provides clarification for animations and emphasizes the need for quality.

Chloroplast & Mitochondria SMA: 1. Title 2. CO2, H2O and Energy (light) enter the chloroplast 2. Time passes 3. Sugar & O2 molecules exit the chloroplast. 4. Sugar & O2 molecules go into the mitochondria 5. Time passes. 6. H2O, CO2, and Energy (ATP) exit the mitochondria 7. Repeat 2-6 multiple times (copy & paste).

Sugar to Cellulose SMA: 1. Title 2. A dozen identical sugar molecules (monomers) join together 3. All sugars are joined making Cellulose (polymer).

Plant Growth SMA: 1. Title 2. CO2, H2O and Energy (light) are absorbed by a tiny plant 3. The plant grows and releases O2 4. Repeat steps 2 and 3 multiple times until the plant is fully grown.

Chuck-Ken Run SMA: 1. Title 2. Chuck-Ken eating sugar and inhaling O2 2. Chuck-Ken running and exhaling CO2 3. Chuck-Ken going to sleep when it’s low on energy.

25min Groups finish all StopMotion animations and add voiceovers explaining what is happening - turn in via Google Classroom.

5min Collect materials. Clean up. Wrap up.

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Photosynthesis & Cellular Respiration: SUPER StopMotion Animation (Day 2 of 3)

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  • HW: Work on your project (Experiment or Scientific Test). Group Projects are due Wednesday, no exceptions. Changing test or experiments is a 10% deduction on the project grade.

  • CW: Chuck-Ken Run & Mitochondria Stop-Motion Animation turn in via Google Classroom.

  • DN: What is photosynthesis?

  • Reminders: Quiz on Wednesday.

RESOURCES

Stop Motion Studio App (free)

LESSON OUTLINE

5min> Students complete the Do Now by clearing tables and have their technology on the table.

5min> Students are placed in groups of 3 or 4.

10min Teacher outlines the four animations: [1] Chloroplast & Mitochondria [2] Sugar to Cellulose [3] Plant Growth [4] Chuck-Ken Run. Teacher provides clarification for animations and emphasizes the need for quality.

Chloroplast & Mitochondria SMA: 1. Title 2. CO2, H2O and Energy (light) enter the chloroplast 2. Time passes 3. Sugar & O2 molecules exit the chloroplast. 4. Sugar & O2 molecules go into the mitochondria 5. Time passes. 6. H2O, CO2, and Energy (ATP) exit the mitochondria 7. Repeat 2-6 multiple times (copy & paste).

Sugar to Cellulose SMA: 1. Title 2. A dozen identical sugar molecules (monomers) join together 3. All sugars are joined making Cellulose (polymer).

Plant Growth SMA: 1. Title 2. CO2, H2O and Energy (light) are absorbed by a tiny plant 3. The plant grows and releases O2 4. Repeat steps 2 and 3 multiple times until the plant is fully grown.

Chuck-Ken Run SMA: 1. Title 2. Chuck-Ken eating sugar and inhaling O2 2. Chuck-Ken running and exhaling CO2 3. Chuck-Ken going to sleep when it’s low on energy.

25min Groups complete at least two to three animations.

5min Collect materials. Clean up. Wrap up.

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Photosynthesis & Cellular Respiration: SUPER StopMotion Animation (Day 1 of 3)

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  • HW: Bring Your Own Technology on Monday (Optional).

  • CW: Chuck-Ken Run & Mitochondria Stop-Motion Animation turn in via Google Classroom.

  • DN: What is photosynthesis?

  • Reminders: Work on your project (Experiment or Scientific Test). Before starting on your project make sure you set up your data table first. Changing test or experiments is a 10% deduction on the project grade.

RESOURCES

Stop Motion Studio App (free)

LESSON OUTLINE

5min> Students complete the Do Now by clearing tables and have their technology on the table.

5min> Students are placed in groups of 3 or 4.

10min Teacher outlines the four animations: [1] Chloroplast & Mitochondria [2] Sugar to Cellulose [3] Plant Growth [4] Chuck-Ken Run. Teacher provides clarification for animations and emphasizes the need for quality.

Chloroplast & Mitochondria SMA: 1. Title 2. CO2, H2O and Energy (light) enter the chloroplast 2. Time passes 3. Sugar & O2 molecules exit the chloroplast. 4. Sugar & O2 molecules go into the mitochondria 5. Time passes. 6. H2O, CO2, and Energy (ATP) exit the mitochondria 7. Repeat 2-6 multiple times (copy & paste).

Sugar to Cellulose SMA: 1. Title 2. A dozen identical sugar molecules (monomers) join together 3. All sugars are joined making Cellulose (polymer).

Plant Growth SMA: 1. Title 2. CO2, H2O and Energy (light) are absorbed by a tiny plant 3. The plant grows and releases O2 4. Repeat steps 2 and 3 multiple times until the plant is fully grown.

Chuck-Ken Run SMA: 1. Title 2. Chuck-Ken eating sugar and inhaling O2 2. Chuck-Ken running and exhaling CO2 3. Chuck-Ken going to sleep when it’s low on energy.

25min Groups delegate responsibilities. Students make the parts, signs, title cards, etc. needed for each stop motion animation.

5min Collect materials. Clean up. Wrap up.

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Photosynthesis & Cellular Respiration: Introduction

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  • CW/HW: Finish worksheet.

  • DN: How do polymers and monomers differ?

  • Reminders: Work on your project (Experiment or Scientific Test). Before starting on your project make sure you set up your data table first. Changing test or experiments is a 10% deduction on the project grade.

RESOURCES

Chemistry: Naming, Bonding, Weights, and More

 [youtube=://www.youtube.com/watch?v=6yW_aMOmuIo&w=854&h=480] 

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