Describing Matter Day 1
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This document contains instructions and materials for multiple science labs and assignments, including describing matter, completing observation sheets for items in a supply bag, presenting findings to a group, and sorting materials into a Venn diagram. Students are provided with guided questions, procedures, and due dates for finishing lab sheets, graphs, drafts, and final reports. The document also provides guidelines for an in-class quick write assessment.
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Describing Matter Day 1
1. The document provides instructions for multiple science lab activities and assignments, including describing matter through observation, completing lab sheets, and presenting observations of items to a group.
2. Students are directed to observe objects in a supply bag, illustrating and describing their observations on recording sheets. They then present their findings to the group and sort items into a Venn diagram.
3. The homework assignment is to remind parents about upcoming Back to School Night.
Describing Matter Day 1
1. The document provides instructions for multiple assignments including describing matter, completing lab sheets for a biotechnology lab, and conducting quick writes to answer questions about observations of unseen matter.
2. Students are instructed to complete descriptions of items in a supply bag by illustrating, coloring, and recording observations on sheets using suggested words.
3. As a group, students will orally present their descriptions of two items each and provide feedback, then sort items into a Venn diagram and answer analysis questions.
Describing Matter Day 1a
This document contains instructions and materials for a science lab on matter and its properties. Students are asked to:
1. Observe and describe the properties of various sample materials using their senses and tools. Materials include a rock, sponge, brush, etc.
2. Present their findings on two chosen samples to the group and receive feedback.
3. Work as a group to sort all materials into areas of a Venn diagram based on shared properties and individually answer analysis questions.
The document provides detailed steps and organization for students to complete the lab and assignments on describing and classifying different forms of matter.
Day 3 Mission Possible - Newspaper
Students are asked to bring specific materials to chemistry class including their "Mission Possible" assignment from last week and writing utensils. They are reminded to sit in their same seats as last week and take out a pen or pencil. The document provides information on upcoming assignments that are due, including the "Mission Possible" lab report and an email assignment, as well as notes on homework expectations for the current and following days of class.
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Describing Matter Day 1
1. The document provides instructions for multiple science lab activities and assignments, including describing matter through observation, completing lab sheets, and presenting observations of items to a group.
2. Students are directed to observe objects in a supply bag, illustrating and describing their observations on recording sheets. They then present their findings to the group and sort items into a Venn diagram.
3. The homework assignment is to remind parents about upcoming Back to School Night.
Describing Matter Day 1
1. The document provides instructions for multiple assignments including describing matter, completing lab sheets for a biotechnology lab, and conducting quick writes to answer questions about observations of unseen matter.
2. Students are instructed to complete descriptions of items in a supply bag by illustrating, coloring, and recording observations on sheets using suggested words.
3. As a group, students will orally present their descriptions of two items each and provide feedback, then sort items into a Venn diagram and answer analysis questions.
Describing Matter Day 1a
This document contains instructions and materials for a science lab on matter and its properties. Students are asked to:
1. Observe and describe the properties of various sample materials using their senses and tools. Materials include a rock, sponge, brush, etc.
2. Present their findings on two chosen samples to the group and receive feedback.
3. Work as a group to sort all materials into areas of a Venn diagram based on shared properties and individually answer analysis questions.
The document provides detailed steps and organization for students to complete the lab and assignments on describing and classifying different forms of matter.
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Students are asked to bring specific materials to chemistry class including their "Mission Possible" assignment from last week and writing utensils. They are reminded to sit in their same seats as last week and take out a pen or pencil. The document provides information on upcoming assignments that are due, including the "Mission Possible" lab report and an email assignment, as well as notes on homework expectations for the current and following days of class.
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The educator proposes adaptations to an art lesson plan for 4th grade students. They would focus the lesson on the Ohio art standards for 4th grade of identifying qualities in artworks, developing ideas about art, and recognizing social/cultural contexts of art. The sequence would be changed to first discuss student opinions of Van Gogh's art before explaining art critiques. Additional artists like Andy Warhol and Andrew Goldsworthy would be incorporated along with different mediums like 3D art. The slide format would remain the same for organization.
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This document outlines a 3 lesson drawing curriculum for elementary school students. Lesson 1 focuses on mark making with crayons using the artists Jackson Pollock and Edgar Degas as examples. Lesson 2 teaches self-portraits using color and expression, showing works by Close, Matisse, and Dekooning. Lesson 3 incorporates line and found objects into drawings, exploring the techniques of Van Gogh and Jasper Johns. Each lesson aims to develop students' drawing skills through different approaches and lasts 1 hour and 20 minutes. The overall goal is for students to explore art and improve abilities through varied drawing methods.
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This document provides instructions for an activity where students will observe and describe the properties of various objects. It includes:
1. A list of materials needed, including items in a supply bag for students to observe and describe, such as clay, wood, plastic, and a mystery item called "Whatzit".
2. Procedures for students to complete descriptions of each item, present their findings, and sort items into categories based on observed properties.
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3) Draw Bohr models of various elements using information from the periodic table, including lithium, magnesium, and oxygen.
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The document provides instructions and information for an upcoming test and assignments in science class. It lists materials needed for an assignment on describing matter, such as pencils and rulers. It outlines target concepts for Test #1 that involve different states of matter represented in Venn diagrams. The document provides questions for an assignment on describing matter and informs students that the assignment is due by the end of the period. It also reminds students of an upcoming binder check and test on Thursday and to complete any incomplete work.
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This document contains instructions and requirements for multiple assignments. It includes a list of materials needed, such as pencils and rulers. Students are to follow the order of assignments in the binder check, print and get grades signed, and complete a half sheet of notes on target concepts. They will also participate in a group activity where each student presents findings on 2 assigned items and receives feedback. An oral presentation and answering questions is required. Multiple assignments such as the binder check, notes, and test are due by the end of the period.
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This document provides instructions for an activity where students will observe and describe the properties of various objects. It includes:
1. A list of materials needed, including items in a supply bag for students to observe and describe, such as clay, wood, plastic, and a mystery item called "Whatzit".
2. Procedures for students to complete descriptions of each item, present their findings, and sort items into categories based on observed properties.
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This document provides instructions and materials for a science class. Students are asked to:
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The document provides instructions and information for an upcoming test and assignments in science class. It lists materials needed for an assignment on describing matter, such as pencils and rulers. It outlines target concepts for Test #1 that involve different states of matter represented in Venn diagrams. The document provides questions for an assignment on describing matter and informs students that the assignment is due by the end of the period. It also reminds students of an upcoming binder check and test on Thursday and to complete any incomplete work.
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Doodling is a simple drawing done without much focus or attention. It can be representational or abstract shapes. Examples include drawings of robots, monsters, flowers, sports or other topics. Doodling may aid learning by "connecting the dots" in the brain and focusing attention. Videos and websites provide ideas for things to doodle.
Zentangle Exploration #1
The document discusses Zentangling, which is an easy-to-learn method for creating beautiful images through structured patterns that increases focus, creativity, and personal well-being. It provides examples of Zentangles and links to YouTube videos demonstrating simple Zentangle designs that are accessible for anyone to try.
Csi day 2
This document provides instructions for a forensics lab experiment involving testing different powders. Students are asked to bring specific supplies and complete data tables recording their observations of 5 powders using senses, solubility, iodine, and vinegar tests. Precautions are outlined to avoid contamination and ensure clean-up. The multi-step procedures involve taking pinches of each powder and recording 2 observations for each test. Students are told to cut contaminated stir sticks and wash testing trays between uses.
Forensic lab intro
1. The document lists several assignments that are due for a forensic science class, including a progress notice, forensic lab introduction, final exam notes, and a binder check.
2. It also provides background information on forensic science, explaining that it uses science to provide impartial evidence for legal cases and involves gathering and examining information about the past.
3. Key aspects of forensic investigations are making detailed observations at a crime scene.
CSI day 1
This document contains instructions and requirements for a science lab involving the testing of powders. It includes:
1. A list of materials needed for the lab, including powders, testing equipment, and data sheets.
2. Procedures for conducting tests of the powders' properties like solubility, reaction to iodine and vinegar, and recording observations.
3. Reminders about lab safety and cleanliness expectations.
Biochemical calculations
This document provides instructions and reminders for a chemistry class. It includes:
1) A list of materials and assignments needed for class, including biochemical calculations, an updated lab log, and graphs to be created.
2) Reminders about upcoming tests and progress notices.
3) Background information on the most common elements that make up living things.
4) Directions for creating three graphs analyzing body composition and the distribution of elements on Earth.
5) Examples of the completed graphs.
6) A task list of assignments.
7) Instructions to complete homework by the next class period.
Chem reactions. day 2
This document provides instructions and information for a chemistry class. Students are asked to bring specific supplies and complete handouts on chemical reactions. There will be a quiz on chemical reactions with multiple choice questions. Students can use notes but not the textbook. The document defines different types of chemical reactions and has students identify and classify sample reactions. It provides a task list and homework assignments which include completing handouts and enjoying a three day weekend.
Chem reactions
1) The students will need supplies like pencils and colored markers for an activity on chemical reactions. There are also reminders about tests and missing work.
2) Chemical reactions involve substances changing identity as their atoms are rearranged. Four reaction types - synthesis, decomposition, single replacement, and double replacement - are defined along with examples.
3) The class will watch a movie on chemical reactions and complete a chart identifying reaction types using a color-coding system with the given equations. Homework includes finishing any missing work and a worksheet.
Chem reactions
1) The students will need supplies like pencils and colored markers for an activity on chemical reactions. There are also reminders about tests and missing work.
2) Chemical reactions involve substances changing identity as their atoms are rearranged. Four reaction types - synthesis, decomposition, single replacement, and double replacement - are defined along with examples.
3) The class will watch a movie on chemical reactions and complete a chart identifying reaction types using a color-coding system. Homework includes finishing any missing work and a worksheet.
Biotech day 4
This document provides instructions and materials for a science lab on biotechnology and corn crops. Students will collect data from experiments on different types of corn with varying levels of infestation by European corn borer moths. They will analyze the data by calculating averages and constructing a bar graph comparing the corn varieties. The document outlines the steps to organize the data, create the graph in Excel or Google Sheets, and work collaboratively in groups to summarize the findings and make recommendations to farmers.
Biotech day 3a
This document provides instructions for a science lab on analyzing different types of genetically modified corn. Students will collect data on the yield of corn with no, low, or high infestations of European corn borer. They will then create a bar graph comparing the average yields. For the final assignment, student groups will collaborate to create a one-page document summarizing their findings and making a recommendation to farmers about which type of corn seed to invest in.
Biotech day 3
This document provides instructions for a science lab on analyzing different types of genetically modified corn. Students will collect data on the yield of corn with no, low, or high infestations of European corn borer. They will then create a bar graph comparing the average yields. For the final assignment, student groups will collaboratively create a one-page document summarizing their findings and recommending the best type of corn seed for farmers.
Biotech day 2
This document provides instructions for a science lab on biotechnology. Students are asked to complete 8 experiments on different corn crops and their yields under varying levels of infestation. They must organize their average results and construct a bar graph comparing the yields using Excel or Google Docs. The graph and organized data are due tomorrow along with a signed and corrected test.
Biotech day 2
The document provides instructions for a science lab on biotechnology. Students are asked to complete 8 experiments measuring the yield of different types of corn with varying levels of infestation. They must organize their average results and create a bar graph comparing the yields using Excel or Google Docs. The graph and homework are due the next day.
Biotech day 1
This document provides instructions for a science lab on biochemistry. Students are asked to bring specific materials and complete assignments, including a lab booklet that was due. The document outlines retake dates for a test and explains the importance of studying biochemistry. It introduces a virtual lab experiment on genetically modified corn and the effects of infestation by the European Corn Borer. Students are instructed to work individually or with partners to collect data by running experiments in the virtual lab. The goal is to complete at least three tests today. Homework includes turning in test corrections by Friday and completing the virtual lab report which is due next week.
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Describing Matter Day 1
- 1. You Will Need: 1. Pencil, Colored Pencils, Rulers, Electronic Scale 2. Describing Matter a) Bookshelf – 2 pages 4 sides 3. Log #1 Update 4. Biotechnology Lab – Due NOW 1. Cover Page* 2. Lab sheets- pgs. 1-6, Ques. 1-3, #4 EC 3. Graph 4. Cornell Notes 5. Conclusion-Rough Draft w/highlighting 6. Final Draft
- 2. Quick Writes will not be grade for points but for participation and honesty. 1. You are allowed to use your brain, any notes, labs or worksheets we have done in class. 2. You may not use your textbook or interactive reader. 3. You will have 8 minutes to complete as many questions as possible. 4. With a colored pencil, you will grade your own.
- 3. 1. Type of observations made about an object where there are unknowns not able to be seen. A. We can observe how other things react to the unseen matter B. We can measure what we can see C. We can observe the relationship between what we can see and what we can’t see D. We can describe, quantifiably and with our senses (except taste) E. Based on what we know about our world, we can make an educated guess by eliminating what the substance can’t be.
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- 7. Procedure: 1.Each person must complete the descriptions for each of the items in the Supply Bag 2.Each member must orally present their description of at least 2 items for the group to give feedback (8 items – each person chooses 2 to present) 3.Once every member has presented, the group must sort the materials by placing the names in the items in the appropriate area of the Venn Diagrams 4.Each person must then answer the analysis questions based on their observations and organization of information.
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