Welcome to Mrs. Michael’s 2011-2012 class! I am excited to have the privilege to teach you science this year!
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Write your solar cooker lab reports! Use the rubric (see tab on top of the website) to analyze your report. You may take you old reports from the writing folder to review tips made earlier in the year. Objectives:
Open with explaining the terms renewable, nonrenewable, fossil fuel, and alternative energy. The class will be briefed on the “Energy Uses in Connecticut” project: Energy Uses in CT Instructions’12. The rubric used to grade the project is located here: Energy Uses in Connecticut’12Rubric. The project is due May 21 (A2) and may 22 (B4). The instructions on how to copy data tables from one place and plot them into an Excel graph are located here: Excel Graph Instructions In the process of researching all students must read the Geotimes article: ”Weighing in on Renewable Energy Efficiency” <http://www.geotimes.org/aug05/feature_pimental.html>. Solar cooker labs are due on Tuesday (A2) and Wednesday (B4). Lab reports will be due on the following day in the rotation. Write as much as you can of the procedure and initial lab report requirements. Set up your data tables in advance of the lab. Objectives:
We opened the class with a discussion of energy resources, renewable and nonrenewable. I then handed out the description of the “Solar Cookers” STS laboratory exercise. We watched a power point presentation on the different aspects of solar cookers. Then students designed their inquiry lab the remainder of the class. They are to build their cookers and bring them in Tuesday (A2) and Wednesday (B4). Objectives:
First students took the Grasshopper Anatomy quiz for the second time. I collected the Insect Order worksheet. Then we walked through the insect identification key. I demonstrated how to mount an herbarium specimen. Students worked on their various collections. Homework: Complete the “Insect order worksheet”. Keep collecting flowers and insects on your own! Objectives:
Discussed and showed images of watersheds, divides, alluvial fans, deltas, cut bank, oxbow lake, and point bar. Demonstrated features using the stream table. We corrected and collected 1-6 p. 170. I also collected the Geology field trip forms. Homework due Tuesday: Read 171-179 and do the worksheet “Water Beneath the Surface”. Objective: Assess student understanding of nuclear energy. We opened the class with a review of the end of chapter 9 questions and went over the “quiz” worksheets on radiation and fission/fusion. The students then took the Chapter 9 test. The homework is to read pages 782-789 and complete the “Concept Review Energy and Resources” and the other three worksheets attached. Ojbectives: Identify orders of insects using a dichotomous key. Students were reminded that they will have another quiz on the external anatomy of a grasshopper on Wednesday. Also, that they should be collecting flowers. Students collected insects for the majority of class. The homework is to complete the Matching Insect Orders with illustrations worksheet and study for grasshopper quiz. Objectives:
1. I handed back the chapter 5 tests and we went over questions. 2. We discussed the Geology Field trip and explained the itinerary. Field trip forms are due Wednesday with $6.00. 3. We watched “Running Water I” and took notes. 4. We took notes on the “Work of Streams”. I collected the 6.2 Work of Streams worksheet. The homework is to do questions 106 page 170. Read pages 171-179. Objectives:
We opened class with a discussion of the pros and cons of nuclear power covered on the “Eyes Of Nye: Nuclear Power” video. We also went over the criteria for a location that could be used for nuclear waste storage facilities. Then we discussed the articles students found on the Fukushima power plant meltdown. Interesting points were shared! Then we went over questions 1-8 page 306. We started to go over the end of chapter 9 questions but ran out of time. The homework is to do the “Quiz: What is Radioactivity?/Fusion vs fission”. AND study for the Chapter 9 test on Nuclear Energy. I will hold a review session after school in room 201 on Friday, May 4th. Objectives:
First I checked that students brought in their two identified flowers. : ( Very disappointed in the class in meeting this requirement. Remember you should be identifying your flowers in the field and writing all the information down. Then collect the specimen. That means the entire specimen all the way to the ground, including leaves and stem. Press soon after picking the specimen. The due date of the wildflower collecting is June 1st. That means all flowers that will be pressed need to be collected befor May 18th in order to be dried out in time to mount! Next, we went over the rules for collecting during class. Everyone signed the contract. I also handed out the “How to collect Insects” and “How to mount insects” which everyone should read before Monday. Everyone should study their grasshopper anatomy for a retest on Monday! Also, everyone should start collecting flowers and insects outside of class. |
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