8th+Grade+montbio

5/9-5/13

 * Monday || Tuesday || Wednesday || Thursday || Friday ||
 * Hand in Lab Reports

Intro - Journal What is viscosity? In our lab, what did you find to be the most viscous? What volcano do you think this will be best associated with?

Notes Brief notes on volcanos – wrap up

Show videos on different volcanoes (cinder cone, shield, composite) - ask students to think about which volcanoes are more destructive - apply what was learned in our viscosity lab to the different volcanoes. - what might be done to prevent volcano damage?

NECAP Inquiry review - go over questions on NECAP practice and explain common mistakes students made || Hand in Lab Reports

Intro - Journal What is viscosity? In our lab, what did you find to be the most viscous? What volcano do you think this will be best associated with?

Notes Brief notes on volcanos – wrap up

Show videos on different volcanoes (cinder cone, shield, composite) - ask students to think about which volcanoes are more destructive - apply what was learned in our viscosity lab to the different volcanoes. - what might be done to prevent volcano damage?

NECAP Inquiry review - go over questions on NECAP practice and explain common mistakes students made || Into- Do Volcanos contribute to making rocks? What are the different kinds of rocks?

Rocks Lab

Hand students out a variety of rocks. - students try to classify rocks by their characteristics (no background knowledge known yet) - As a class, we’ll conduct a brief reading on different types of rocks and their characteristics - students reevaluate their classifications, and specify which rocks are sedimentary, igneous, and metamorphic - Students will then go online to find out more about the different kinds of rocks and how they are made. || Into- Do Volcanos contribute to making rocks? What are the different kinds of rocks?

Rocks Lab

Hand students out a variety of rocks. - students try to classify rocks by their characteristics (no background knowledge known yet) - As a class, we’ll conduct a brief reading on different types of rocks and their characteristics - students reevaluate their classifications, and specify which rocks are sedimentary, igneous, and metamorphic - Students will then go online to find out more about the different kinds of rocks and how they are made. || Funday Friday

No Class

- students who have completed all homework and work are allowed to take part in funday Friday - play games and activities during class outside (mine is whiffleball)

- students who have not completed these are not allowed to participate, and must take the time to complete the work. || Last Day ||
 * No Homework || No Homework || RACE paragraph on Rocks Lab || RACE paragraph on Rocks Lab || No Homework

5/2-5/6
- review vocabulary - review key concepts/characteristics of interior of the earth Quiz Begin vocabulary for Volcanoes || Intro: Introduce Volcanoes
 * Monday || Tuesday || Wednesday || Thursday || Friday ||
 * Intro: Review for quiz

- Make a prior knowledge list

- Introduce how volcanoes are made

- How volcanoes explode

- Show videos of volcanoes

- Activity where students make magma || Intro: Introduce Volcanoes

- Make a prior knowledge list

- Introduce how volcanoes are made

- How volcanoes explode

- Show videos of volcanoes

- Activity where students make magma || Viscosity lab

Pre-lab - Introduce viscosity

- go over safety procedures

- explain procedure together

Lab

Discuss Results

Explain what components are expected for the Lab report || Viscosity lab

Pre-lab - Introduce viscosity

- go over safety procedures

- explain procedure together

Lab

Discuss Results

Explain what components are expected for the Lab report || (check conclusion next class) || Lab Report (check conclusion next class) ||
 * Vocabulary for Volcanoes || No homework || No homework || Lab Report

4/24-4/29
- start by talking about the inquiry experiments done before vacation - Share results, come to conclusions based on these. Reading - do small reading in book, take some - notes on plate boundaries and characteristics on the earth’s interior. || Intro: - start by talking about the inquiry experiments done before vacation - Share results, come to conclusions based on these. Reading - do small reading in book, take some - notes on plate boundaries and characteristics on the earth’s interior. || Intro - Vocab with Globe - Introduce convergent, divergent, and strike-slip faults - Activity look at world map, identify what kind of plate boundaries are where and what structures are at these places. || Intro - Vocab with Globe - Introduce convergent, divergent, and strike-slip faults - Activity look at world map, identify what kind of plate boundaries are where and what structures are at these places. || Field Trip To Holacaust Museum ||
 * Monday || Tuesday || Wednesday || Thursday || Friday ||
 * Intro:
 * Race Paragraph || Race Paragraph ||  ||   ||   ||

4/18-4/22
April Vacation

4/11-4/15
Intro: Create a post knowledge list expressing what students learned about earthquakes
 * Monday || Tuesday || Wednesday || Thursday || Friday ||
 * ** Test **

Brief review about earthquakes (vocab, key concepts, etc)

Test

Layers of the Earth worksheet - Students will color in the layers of the earth and explain 8-10 characteristics of each layer found in a reading which will be done in class. || NECAP Inquiry Intro: Talk about how students did on the test

Mention ways to improve your score

Inquiry Read through the questions in the NECAP test together, and explain what answers would need to include for a perfect score, etc.

Take Inquiry based NECAP practice test (50 mins)

Hand back tests to students, go over answers and explain the scoring of the questions. || NECAP Inquiry Intro: Talk about how students did on the test

Mention ways to improve your score

Inquiry Read through the questions in the NECAP test together, and explain what answers would need to include for a perfect score, etc.

Take Inquiry based NECAP practice test (50 mins)

Hand back tests to students, go over answers and explain the scoring of the questions. || Plates! Intro Discuss Plate boundaries, pose question “How do you think the different motions plates make change things on the surface?”

3 activities which students will take data with to find this

1. Foam sheets Students will use foam sheets to show when two plates of equal density converge, diverge, slip etc.

2. Seafloor spreading box Students will use a box with knobs that moves pieces of paper into or away from each other, students can make observations.

3. Tension blocks Students will use blocks with Velcro attached (different amounts of Velcro) and compare how more vs. less Velcro (tension) effects how much force is needed to move it.

Bring students back together and discuss findings. After vacation we’ll share data again and do reading to see if our data proved true. || Plates! Intro Discuss Plate boundaries, pose question “How do you think the different motions plates make change things on the surface?”

3 activities which students will take data with to find this

1. Foam sheets Students will use foam sheets to show when two plates of equal density converge, diverge, slip etc.

2. Seafloor spreading box Students will use a box with knobs that moves pieces of paper into or away from each other, students can make observations.

3. Tension blocks Students will use blocks with Velcro attached (different amounts of Velcro) and compare how more vs. less Velcro (tension) effects how much force is needed to move it.

Bring students back together and discuss findings. After vacation we’ll share data again and do reading to see if our data proved true. ||  || Finish Layers of the Earth Worksheet || Homework
 * Homework

None || Homework

None || Homework

None || Homework

None ||

4/4-4/9
- How do we plot an earthquake? - Interactive examples using Force Nature website on smartboard
 * Monday || Tuesday ||= Wednesday || Thursday || Friday ||
 * Plotting || Plotting ||= Intensity || Intensity || Test ||
 * Intro:

Activity -Get computers out - Go to website with virtual earthquake - Model how to find the epicenter explaining all components along the way.

- Have students complete the activity on the computer and graph their point using compasses on a map. ||  ||= - Journal where students need to find the epicenter using a compass and a scale. - pass out the graded activity from last class and check homework - go over activity from last class, explaining answers -go over homework - plot points from homework onto a map - plot points on a map of earthquakes using latitude and longitude points ||  || -points that were plotted last class will be put on smartboard. - students will devise their own conclusions from the data shown expressing any trends - discuss what intensity is, brief reading on that - Mercali Scale, explain NECAP testing (next week we'll have an inquiry practice test on this) - .worksheet determining appropriate value for mercali system. ||

3/28- 4/1
Explain what a model is Can we use a slinky to model earthquake waves? Introduce the two types of earthquake waves **Activity** Using a stopwatch, tape, and the slinky, what experiments can we do and what can we test for? Conduct experiment, collect data, and draw conclusions || **Intro**: **Journal Prompt**: Can we use slinkys as a model for earthquake waves? Which wave moves faster/is more destructive **Notes** Take notes on earthquakes, components of an earthquake, how earthquakes are measured Activity As a class, explore different variables that could affect a seismograph Interactive site on different surfaces for buildings in an earthquake || **Intro**: **Journal Prompt**: Can we use slinkys as a model for earthquake waves? Which wave moves faster/is more destructive **Notes** Take notes on earthquakes, components of an earthquake, how earthquakes are measured Activity As a class, explore different variables that could affect a seismograph Interactive site on different surfaces for buildings in an earthquake || **Intro:** Share Houses - What qualities were important? - What surface?
 * Monday || Tuesday || Wednesday || Thursday || Friday ||
 * ** Slinkys!!! ** || ** Living through an Earthquake? ** || ** Living through an Earthquake? ** || ** Where’s the Quake? ** || ** Where’s the Quake? ** ||
 * **Intro**:

**Practice Vocab** How do we use a compass? How do we calculate How do we find an earthquake? Worksheet on finding earthquakes || **Intro:** Share Houses - What qualities were important? - What surface?

**Practice Vocab** How do we use a compass? How do we calculate How do we find an earthquake? Worksheet on finding earthquakes || RACE paragraph on experiment || **Homework**: Build-A-House || **Homework**: Build-A-House || **Homework**: Finish worksheet || **Homework**: Finish worksheet ||
 * **Homework**:

**3/21-3/25**

 * Monday || Tuesday || Wednesday || Thursday || Friday ||
 * ** Introduction to Catastrophic Events **

** Intro ** - introduce catastrophic events - what is a catastrophic event? - why would we want to learn about catastrophic events?

- Introduce myself to class (briefly)

- **Video** on catastrophic events

** Activity ** - students place color coded stickers on a map of the world where they think tornadoes, earthquakes, volcanoes, hurricanes, etc. are found.

** Discuss results ** || ** Introduction to Catastrophic Events **

** Intro ** - introduce catastrophic events - what is a catastrophic event? - why would we want to learn about catastrophic events?

- Introduce myself to class (briefly)

- **Video** on catastrophic events

** Activity ** - students place color coded stickers on a map of the world where they think tornadoes, earthquakes, volcanoes, hurricanes, etc. are found.

** Discuss results ** || ** Introduction to Earthquakes **

** Intro ** - what is an earthquake?

** Prior knowledge list ** - what do we already know about earthquakes?

** Video ** - show brief video about 20 minutes long introducing new vocab terms for earthquakes

** Get to know students ** - ask students to say a few things about themselves and share some things about me too.

** Vocab ** - start vocabulary - while students are doing vocabulary walk around the classroom and try to get to know students a little better. || ** Introduction to Earthquakes **

** Intro ** - what is an earthquake?

** Prior knowledge list ** - what do we already know about earthquakes?

** Video ** - show brief video about 20 minutes long introducing new vocab terms for earthquakes

** Get to know students ** - ask students to say a few things about themselves and share some things about me too.

** Vocab ** - start vocabulary - while students are doing vocabulary walk around the classroom and try to get to know students a little better. || **Slinkys!!! **

Explain what a model is Can we use a slinky to model earthquake waves? Introduce the two types of earthquake waves Activity Using a stopwatch, tape, and the slinky, what experiments can we do and what can we test for? Conduct experiment, collect data, and draw conclusions || None || Homework None || Homework ** Vocab ** || Homework ** Vocab ** ||  ||
 * Intro **:
 * Homework