Attached please find the pictures of my ISN.
I have indicated the pages that I have not yet passed back.
Please check for completion FRONT AND BACK (I do not take front and back completion pictures - you will find those on the individual assignment blog dates).
All CREATIVE OUTPUTS should be original work, not copies of the TEACHER SAMPLEs. If your student is STILL struggling with CREATIVE OUTPUTS have them attend tutoring on Mondays and Fridays from 3:15 to 4:15 PM. In tutoring we do all CREATIVE OUTPUTS and some EXTRA CREDIT together.
All CREATIVE OUTPUTS should be colored with at MINIMUM five colors (black and white do not count) for full credit.
Students participated in a hands-on learning experience coupled with an exploration within the computer simulation to investigate molecular attraction on two scales (macro and molecular).
Students were unable to complete the lab today BUT should have the first three parts of the lab completed as indicated on the pictures below.
We will complete PART 2: TEST 2 and PART 3 on Thursday when the entire lab will be due at the end of the period.
We were unable to complete the lab in the expected amount of time today due to the fact that the majority of students had not completed the activity done in class (and the homework which coupled it) on 2/14/19. In addition to this, students are still struggling with following the daily procedures of coming to class on-time, being prepared, no talking and begining work immediatelty instead. We lost at least 15 minutes of class time in each period today due to students not complying with the procedures that have been in place since August of 2018.
Students were given the entire 46 minute period to work on preparing their ISN for ISN Check 08 and Open Note Quiz #6 on Wednesday, 2/20/19.
No new assignments were given. However, expectations were put in place to guide students toward a successful class period.
Today students participated in an ACTIVE READING of the article LIQUID OXYGEN which introduces and explores the concept of molecular attraction and its role in phase change.
Students were to complete the Warm-Up, ACTIVE READING with AVID Skills of Marking the Text (MTT) and Writing in the Margins (WiTM), and begin their homework of ASPC Lesson 3.1, Activity 4.
Today students were asked to review the Chapter 2 Key Concepts and rank them according to their level of understanding. To help them remediate their learning gap, I have asked them to further research the Key Concept and create a SIX WORD MEMOIR ASSIGNMENT about the Key Concept they understand the least.
Students were given the entire 38 minute period to complete this task (actual time needed for this type of assignment is 15 minutes).
Students were also asked to prepare their ISN for Chapter 3 with the Chapter 3 Introduction.
Students then collected ISN Check 08 which is due Wednesday, 2/20/19.
Today students created models in the computer to represent the two possible phase changes for the lake on Titan.
We were then given four new pieces of evidence to work through during a card sort with our partner. This new evidence pointed us toward a conclusion about the phase change that occurred to Titan's disappearing lake. It was SUMMER on Titan and energy had been transferring into the lake for 5+ years and the methane lake phase changed into a gas.
Students were asked to complete a graphic organizer to help them clarify their thinking before completing a CER for our final claim about the lake.
Today students completed I#10 by using the SIM to observe how kinetic energy changes as energy is put into and take out of a substance. They used the SIM and completed the 3 questions after a whole group discussion. This LAB was to be turned-in by the end of the period.
After this activity we watched a short video called ZOOMING IN ON PHASE CHANGE. We used the observational data collected during I #10 and this video to help us write a new claim that including our new thinking (learning about temperature, kinetic energy, speed, and freedom of movement).
After this, students had about 10 minutes to begin their homework of using the modeling tool in Amplify Science to model "Water on a Stove" and "Water in the Freezer" as well as the reading "What Melts? What Burns?" For the reading, they are to Mark the Text, Write in the Margins, answer the two questions, and create a Venn Diagram about Melting vs. Burning.
Today we began by introducing Chapter 2 and our Chapter 2 investigative question: What could cause the liquid methane to change phase?
We then revisited Lesson 2.1 (which students were asked to do on Tuesday after the Quiz or for homework) by having a class discussion and documenting our findings on a data table.
We then used this data table to help us complete a MODEL in the Modeling Tool of our Weird Water Event. I have also asked students to model (draw) a copy of their model on page 90 of their ISN.
Today students participated in Peer Review of ISN Check 07. Students were asked to turn-in their ISNs for grading.
We also went reviewed all of the Quiz #5 questions in a whole group discussion. We then spent about 10 minutes deconstructing the one constructed response question from the quiz. I chose 8 random student samples (no names were used) to facilitate a small group to whole group class discussion about GOOD answers (answers that scored points) and answers that missed the mark (did not score answers). We used this as an opportunity to home our CER (Claims, Evidence, and Reasoning) skills.
Mrs. Batt is the 7th grade Life Science teacher at Hawthorne Middle School.