Students will be able to:
use the information from textbooks, virtual activities, and classroom discussions to
-identify the factors that affect an object''s gravitational potential energy.
-explain how changing an object's gravitational potential energy involves doing work.
Students turned in and reviewed HL 8 after the bell ringer.
Students completed the GIZMO on Potential Energy on Shelves. Students who did not complete the activity in class took the assignment home to complete it. Use the user name/password given to you to sign in to GIZMO at www.explorelearning.com
Click the launch GIZMO link and complete the activity. If you lost your handout, click the link Lesson Materials link and print out a copy of the activity to complete.
All handouts are due in class tomorrow!
Monday, September 26, 2011
Sunday, September 25, 2011
Friday, 23 September, 2011
Students will be able to:
use the information from textbooks, virtual activities, and classroom discussions to
-identify the factors that affect an object''s gravitational potential energy.
-explain how changing an object's gravitational potential energy involves doing work.
Students took mini assessment 2.
Students also received home learning 8, which can be found at the top of this blog. Be sure to cut the pictures and place in the correct place for home learning, but only write the correct numbers down for me.
Students began the GIZMO on Potential Energy on Shelves, and will complete it on Monday.
Wednesday, September 21, 2011
Wednesday, 21 September, 2011
Students will be able to:
use the information from textbooks, virtual activities, and classroom discussions to
-describe thermal energy transfer.
-differentiate between conduction, convection, and radiation.
Students completed the bell ringer and then watched a Discovery movie on types of energy to introduce the topic heat energy transfer.
They then completed a Discovery exploration on the three types of heat energy,
Home learning is to read and complete pages 360-363 in the text.
use the information from textbooks, virtual activities, and classroom discussions to
-describe thermal energy transfer.
-differentiate between conduction, convection, and radiation.
Students completed the bell ringer and then watched a Discovery movie on types of energy to introduce the topic heat energy transfer.
They then completed a Discovery exploration on the three types of heat energy,
Home learning is to read and complete pages 360-363 in the text.
Tuesday, September 20, 2011
Tuesday, 20 September, 2011
Students will be able to:
use the information from hands-on experimentation and classroom discussions to
-illustrate how transferred energy can be measured by its effects on an impressionable surface.
-observe the energy released from a falling object and how this energy is transferred from oen form to another.
Students completed lab 4 on analyzing energy transformations after completing the bell ringer.
Students determined how energy is transferred from a ball dropped to the sand into which it is dropped.
Students are to complete the lab write up, using the lab write up format. The handout is due in class tomorrow.
use the information from hands-on experimentation and classroom discussions to
-illustrate how transferred energy can be measured by its effects on an impressionable surface.
-observe the energy released from a falling object and how this energy is transferred from oen form to another.
Students completed lab 4 on analyzing energy transformations after completing the bell ringer.
Students determined how energy is transferred from a ball dropped to the sand into which it is dropped.
Students are to complete the lab write up, using the lab write up format. The handout is due in class tomorrow.
Monday, September 19, 2011
Monday, 19 September, 2011
Students will be able to:
use the information from hands-on experimentation and classroom discussions to
-illustrate how transferred energy can be measured by its effects on an impressionable surface.
-observe teh energy released from a falling object and how this energy is transferred from oen form to another.
Students began lab 4 on analyzing energy transformations after completing the bell ringer.
Students are determining how energy is transferred from a ball dropped to the sand into which it is dropped.
Home learning 7 (HL 7), is to write, on loose leaf paper, the answers to questions 1-6 on page 365.
use the information from hands-on experimentation and classroom discussions to
-illustrate how transferred energy can be measured by its effects on an impressionable surface.
-observe teh energy released from a falling object and how this energy is transferred from oen form to another.
Students began lab 4 on analyzing energy transformations after completing the bell ringer.
Students are determining how energy is transferred from a ball dropped to the sand into which it is dropped.
Home learning 7 (HL 7), is to write, on loose leaf paper, the answers to questions 1-6 on page 365.
Friday, September 16, 2011
Friday, 16 September, 2011
Students will be able to:
use the information from the text, online sources, and classroom discussions to
-discover the relationship between heat and temperature,
-calculate the specific heat capacity of water.
After completing the bell ringer, students updated their assignment page 1.
Students then completed the GIZMO on Energy Conservation in a System.
Notebooks were collected.
Home learning is to read and complete pages 64-67 and 72-83 in the work text.
use the information from the text, online sources, and classroom discussions to
-discover the relationship between heat and temperature,
-calculate the specific heat capacity of water.
After completing the bell ringer, students updated their assignment page 1.
Students then completed the GIZMO on Energy Conservation in a System.
Notebooks were collected.
Home learning is to read and complete pages 64-67 and 72-83 in the work text.
Thursday, September 15, 2011
Thursday, 15 September, 2011
Students will be able to:
use the information from the text, online sources, and classroom discussions to
-discover the relationship between heat and temperature,
-calculate the specific heat capacity of water.
Students completed their Cornell notes on properties of matter, including the three leveled Costa's questions and the summary.
Students then watched BrainPop movies on temperature and heat.
Students began a GIZMO entitled Energy Conversion in a System. Since there were computer problems in the other classes, the GIZMO was done as a whole class activity. If the computers are working tomorrow, we will individually complete the activity.
Notebooks will be submitted tomorrow, so the home learning is to prepare the notebook.
use the information from the text, online sources, and classroom discussions to
-discover the relationship between heat and temperature,
-calculate the specific heat capacity of water.
Students completed their Cornell notes on properties of matter, including the three leveled Costa's questions and the summary.
Students then watched BrainPop movies on temperature and heat.
Students began a GIZMO entitled Energy Conversion in a System. Since there were computer problems in the other classes, the GIZMO was done as a whole class activity. If the computers are working tomorrow, we will individually complete the activity.
Notebooks will be submitted tomorrow, so the home learning is to prepare the notebook.
Wednesday, September 14, 2011
Wednesday, 14 September, 2011
The seventh grade class did not meet today, as I was out of the building. Home learning 6, which you received yesterday, is due in class tomorrow.
Tuesday, September 13, 2011
Tuesday, 13 September, 2011
Students will be able to:
use the information from the text, online sources, and classroom discussions to
-decribe temperature.
-compare and contrast temperature and thermal energy.
After the bell ringer, students completed notes from the text (2 column notes) on transforming energy (chapter 10, lesson 1). Students composed Costa's leveled questions from the information in the notes. They also used highlighters to find the answers to the questions. Students summarized the information in their Cornell notes.
Students should past home learnings 1-5 behind these notes.
Tonight's home learning can be found at the top of this blog.
Monday, September 12, 2011
Monday, 12 September, 2011
Students will be able to:
use the information from the text and classroom discussions to
-define and describe heat energy.
-compare and contrast the relationship between heat and temperature.
Students read from the text, learning to do selective outlining and then turning that into two column notes. This information came from pages 346-349 in the text.
Students still need to write their Costa's leveled questions and their summaries.
Home learning tonight is to read pages 356-359 in the text and answer all questions.
use the information from the text and classroom discussions to
-define and describe heat energy.
-compare and contrast the relationship between heat and temperature.
Students read from the text, learning to do selective outlining and then turning that into two column notes. This information came from pages 346-349 in the text.
Students still need to write their Costa's leveled questions and their summaries.
Home learning tonight is to read pages 356-359 in the text and answer all questions.
Friday, September 9, 2011
Friday, 9 September, 2011
Students will be able to:
use the information from the text and classroom discussions to
-define and describe heat energy.
-compare and contrast the relationship between heat and temperature.
Students took the first mini assessment today.
After the mini assessment, students worked in their texts, pages 346-350, selectively underlining the main ideas. These will be incorporated into two column notes on Monday.
Remember, short story one is due on Monday.
use the information from the text and classroom discussions to
-define and describe heat energy.
-compare and contrast the relationship between heat and temperature.
Students took the first mini assessment today.
After the mini assessment, students worked in their texts, pages 346-350, selectively underlining the main ideas. These will be incorporated into two column notes on Monday.
Remember, short story one is due on Monday.
Thursday, September 8, 2011
Thursday, 8 September, 2011
These are the instructions for Short Story 1. It is due in class on Monday. Follow all directions.
Students will be able to:
use the information from the text and a virtual experiment to
-use the laboratory write-up to record an experiment.
-define and describe heat energy.
-compare and contrast the relationship between heat and temperature.
Students completed the "we do" GIZMO laboratory activity on heat and particle motion.
Students received the package for the front of their notebook. They placed the inside front cove page and the first quarter grades page. All other pages are to be done at home.
Students also received the rubrics for the first grading period short story. It is due on Monday, You can also find the instructions at the top of this blog.
Wednesday, September 7, 2011
Wednesday, 7 September, 2011
Students will be able to:
use the information from the text and a virtual experiment to
-use the laboratory write-up to record an experiment.
-define and describe heat energy.
-compare and contrast the relationship between heat and temperature.
Students reviewed home learning 4 and received home learning 5, which can be found at the top of this blog. Students continued learning how to write a lab using the correct format. The experiment was a GIZMO on how heat affects the molecules of a gas.
Students did not finish the activity, but will continue and complete the activity tomorrow.
Tuesday, September 6, 2011
Tuesday, 6 September, 2011
This is HL 4. Turn in only one half of this page. Keep the other half to place in your notebook.
Students will be able to:
use the information from the text and a virtual experiment to
-use the laboratory write-up to record an experiment.
-define and describe heat energy.
-compare and contrast the relationship between heat and temperature.
Students received HL 4, which can be found at the top of this blog. They are to keep one half of the page and submit the other. Both sides are identical.
Students began the "we do" activity for practicing how to write a lab. Students will complete the activity tomorrow. The lab deals with how temperature affects the movement of particles.
Friday, September 2, 2011
Friday, 2 September, 2011
Students will be able to:
use the information from the text and a hands on experiment to
-explain the necessary parts of a laboratory write-up.
-use the laboratory write-up to record an experiment.
-continue construction on interactive notebook.
Students completed the Mexican Jumping Bean activity, including the RAFT letter and drawing.
They received textbooks. Texts are to be brought to school every day. Students are to read pages 356-360 in the text and be prepared to discuss the information and take notes.
Students will continue to learn about laboratory write ups as we continue to learn about heat next week.
use the information from the text and a hands on experiment to
-explain the necessary parts of a laboratory write-up.
-use the laboratory write-up to record an experiment.
-continue construction on interactive notebook.
Students completed the Mexican Jumping Bean activity, including the RAFT letter and drawing.
They received textbooks. Texts are to be brought to school every day. Students are to read pages 356-360 in the text and be prepared to discuss the information and take notes.
Students will continue to learn about laboratory write ups as we continue to learn about heat next week.
Thursday, September 1, 2011
Thursday, 1 September, 2011
Students didn't receive the home learning yesterday, but received it today. It is due in class tomorrow. Write answers on both sides, but submit only half the sheet. The other is to be placed in your notebook.
Due to Grade level orientation, there was no class today.
Due to Grade level orientation, there was no class today.
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