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Lesson Plans for the 2010-11 school year will be posted here.  We have a 6 day cycle with science classes meeting 5 out of 6 days. Each class period is about 45 - 50 minutes. I have 3 sections of Science: 5R, 5G, 5E.

2010-2011

Weeks 34-36 top

Big Idea: Volcanoes are locations where molten rock reaches Earth's surface, and volcanoes can affect landforms and societies
NJCCC Standards: 5.1, 5.2, 5.8

Objectives: Students will be able to...

  • explain the relationship between volcanoes and plate tectonics
  • identify the features of a volcano
  • describe different types of lava
  • explain how volcanic eruptions can affect climate
  • compare three types of volcanoes
  • compare craters vs calderas
  • describe how magma is formed and moves
  • locate & research major volcanoes from around the world
  • learn about the history of Pompeii, its destruction, and its preservation
  • explain how Mt. Vesuvius formed using the terms stratovolcano, Eurasian Plate, African Plate, and subduction
  • describe the phases of eruption of Mt. Vesuvius
  • understand that Romans did not know that Mts. Vesuvius was a volcano and the destruction that it could cause
  • view a reenactment of daily life during Roman times and the eruption of Mt. Vesuvius
  • understand the importance of Pliny’s Letter to Tacitus and its value as a primary source for the events of that day
  • understand how historians and scientists have pieced together the story of Pompeii
Date Day Science Starters Classwork Homework
5/23 E none Greek Plays Today - no science class pgs. 184-86
5/24 F none 5R/5E - drop
5G - BrainPOP Volcanoes & Notes		 pgs. 187-88
5/25 A none 5G - drop
5R/5E - BrainPOP Volcanoes & Notes		 pgs. 187-88
5/26 B none All - Volcano Independent Work pgs. 190-91
5/27 C none All - Volcano Independent Work enjoy weekend!
Date Day Science Starters Classwork Homework
5/30 X none No School None
5/31 D none All - Volcano Independent Work study
6/1 E none All - Earthquake/Volcanoes Quest
Black Box Cover and Materials		 none
6/2 F none 5R/5E - drop
5G- special activity		 none
6/3 X none Special Schedule:
Ulysses Movie & Black Boxes
Class Picnics		 none
Date Day Science Starters Classwork - special schedule Homework
6/6 X none All Classes: The Mini Page, begin "Pompeii, The Last Day" none
6/7 X none Wrap up "Pompeii, The Last Day" none
6/8 X none All Classes - Gladiator presentation and BBC Movie none
6/9 X none No Classes none
6/10 X none Graduation 3 pm Enjoy the summer!

 Notebook:

Volcano Links:

 

Week 33 top

 

Big Idea: Earthquakes result from sudden motions along breaks in the Earth's crust and can affect landforms and societies.
NJCCC Standards: 5.1, 5.2, 5.8

Objectives: Students will be able to...

  • record real time earthquake data using USGS
  • describe how earthquakes are measured using the Richter Scale
  • plot earthquake data on a map using latitude and longitude coordinates
  • see the correlation between earthquakes and tectonic plates
  • explain where earthquakes take place
  • explain what causes earthquakes
  • describe how energy from earthquakes travels through the Earth
  • differentiate between P,S, and surface waves
  • explain how earthquakes are detected
  • know how to read the Richter scale
  • simulate an earthquake drill
  • know what to do in case of an earthquake
  • explain what a tsunami is and what causes one to form
  • identify the warning signs of an approaching tsunami
  • identify Iceland as a volcanic island
  • know that Iceland is part of the Mid-Atlantic Ridge, and both the N. American & Eurasian tectonic plates
Date Day Science Starters Classwork Homework
5/16 F none 5R/5E - drop
5G - wrap up plotting earthquakes		 pgs. 180 - 81
5/17 A none 5 G - drop
5R/5E - wrap up plotting earthquakes		 pgs. 180 - 81
5/18 B none All - Earthquake Notes pg. 183
5/19 C none All - wrap up earthquake notes
Earthquake drill?		 study for quest
5/20 D none Plate Tectonics Quest  

Notebook:

USGS Earthquake Links:

Related Links for more information:

 

Week 32 top

Big Idea: Plate tectonics accounts for important features of Earth's surface and major geologic events.

Big Idea: Earthquakes result from sudden motions along breaks in the Earth's crust and can affect landforms and societies.
NJCCC Standards: 5.1, 5.2, 5.8

Objectives: Students will be able to...
  • identify the layers of the Earth and their chemical composition
  • identify the layers of the Earth and their physical properties
  • describe a tectonic plate
  • describe Wegener's hypothesis of continental drift
  • explain how sea-floor spreading provides a way for continents to move
  • describe how oceanic lithosphere forms at mid-ocean ridges
  • describe 3 types of tectonic plate boundaries
  • record real time earthquake data using USGS
  • describe how earthquakes are measured using the Richter Scale
  • plot earthquake data on a map using latitude and longitude coordinates
  • see the correlation between earthquakes and tectonic plates
  • explain where earthquakes take place
Date Day Science Starters Classwork Homework
5/9 A none 5G - drop

5E/5R - 5G- BrainPOP -  Earth's Structure, Plate Tectonics
Intro to Plate Tectonics		 none
5/10 B none All - continue Plate Tectonic Notes pgs. 173-75
5/11 C none All - BrainPOP - Earthquakes
Plotting Earthquakes		 pgs. 176-178
5/12 D none All - Plotting Earthquakes tba
5/13 E none Field Trip - Dorney Park none

Notebook:

  • pg. 172 - Plate Tectonics Notes & Plate Tectonics ppt
  • pg. 173 - Earth's Layers - Color
  • pg. 174 - Tectonic Plates - Color
  • pg. 175 - Pangea - color, cut, and paste in order
  • pg. 176 - Plate Tectonics Vocab
  • pg. 177 - Plate Tectonics Vocab
  • pg. 178 - Plate Tectonics Vocab
  • pg. 179 - BrainPOP - Earthquakes handout
  • pg. 180 - Plotting Earthquakes data
  • pg. 181 - Plotting Earthquakes- map
  • pg. 182 - Earthquake Notes & ppt

 

Related Links for more information:

USGS Earthquake Links:

 

 

Week 31 top

 

Big Idea: Studying the rock and fossil record help us understand Earth's history and the history of life on Earth.

Big Idea: Plate tectonics accounts for important features of Earth's surface and major geologic events.
NJCCC Standards: 5.1, 5.2, 5.8

Objectives: Students will be able to...
  • explain that a topographic map represents a 3-D surface on a flat piece of paper
  • create and read simple topographic maps
  • make a 3-D model using data from a topographic map
  • identify the layers of the Earth and their chemical composition
  • identify the layers of the Earth and their physical properties
  • describe a tectonic plate
  • describe Wegener's hypothesis of continental drift
  • explain how sea-floor spreading provides a way for continents to move
  • describe how oceanic lithosphere forms at mid-ocean ridges
  • describe 3 types of tectonic plate boundaries
Date Day Science Starters Classwork - special schedules this week Homework
5/2 C none All - Go over Core Sample HW
PlayDoh Topography Activity		 pg. 171
& study
5/3 D none Review for Rocks Test study
5/4 E none Rocks Test - All Kairos Night No HW
5/5 F none 5R/5 E - Drop

5G- BrainPOP -  Earth's Structure, Plate Tectonics
Intro to Plate Tectonics		 none
5/6 X none Grandfriend's Day, Spring Sing, & Field Day 12:00 Dismissal none

Notebook:

 

Related Links for more information:

http://www.learner.org/interactives/rockcycle/index.html

BBC - rocks and weathering

 

Week 30 top

 

Big Idea: Studying the rock and fossil record help us understand Earth's history and the history of life on Earth.
NJCCC Standards: 5.1, 5.2, 5.8

Objectives: Students will be able to...
  • explain how relative dating is used in geology
  • explain the law of superposition
  • explain how physical features are used to determine relative ages
  • explain why fossils are usually found in sedimentary rock
  • explain how fossils can be used to date rock layers
  • explain how fossils can be used to determine the history of changes in environments and organisms
  • name an index fossil
  • use a model to demonstrate core sampling
  • understand that geologists use core samples to diagram underground rock layers
Date Day Science Starters Classwork Homework
4/25 X none No School none
4/26 E none Finish Rock Lab
begin recess/academic support - rock practice		 Rocks ppt
4/27 F none 5R/5E - drop

5G - BrainPOP: weathering & erosion
Law of Superposition
 pg. 165, 167
4/28 A none 5G - Drop

5R/5E -  BrainPOP: weathering & erosion
Law of Superposition		 pg. 165, 167
4/29 B none All - Core Sampling pg. 169

Notebook:

 

Related Links for more information:

http://www.learner.org/interactives/rockcycle/index.html

Week 29 top

 

Big Idea: Rock changes through the rock cycle and is classified by how it formed, by its composition, and by its texture.
NJCCC Standards: 5.1, 5.2, 5.8

Objectives: Students will be able to...
  • describe how each type changes into another type of rock as it moves through the rock cycle
  • identify processes such as weathering, erosion, deposition, heat, pressure, cementation
  • create an original comic showing the journey of one rock through the rocky cycle
Date Day Science Starters Classwork Homework
4/18 A none PG Chambers Trip - modified schedule
5G - drop
5E/5R - Color the Rock Cycle		 none
4/19 B none All - Ride the Rock Cycle finish cartoon
4/20 C none All - Start Rock ID Lab none
4/21 D none Sterling Mine Trip none
4/22 X none No School enjoy!

Notebook:

 

Related Links for more information:

http://www.learner.org/interactives/rockcycle/index.html

 

Week 28 top

Big Idea: Rock changes through the rock cycle and is classified by how it formed, by its composition, and by its texture.
NJCCC Standards: 5.1, 5.2, 5.8

Objectives: Students will be able to...
  • define the term rock
  • list three different types of rocks: igneous, sedimentary, and metamorphic
  • identify characteristics for each type of rock
  • describe how each type changes into another type of rock as it moves through the rock cycle
  • identify processes such as weathering, erosion, deposition, heat, pressure, cementation
Date Day Science Starters Classwork Homework
4/11 C none Intro to Rocks, BrainPOP
BrainPOP: Rocks		 study
4/12 D none Finish Rocks notes
Review for Minerals and Mining Test		 study
4/13 E none Minerals and Mining Test pgs. 140-155 finish notes, Y chart
4/14 F none 5G - Color the Rock Cycle, go over hw none
4/15 A none Earth Day Schedule none

Notebook:

 

Related Links for more information:

Miners - child labor

 

 

Week 27 top

 

Big Idea: Minerals have characteristic physical and chemical properties that determine how each mineral is used by humans.
NJCCC Standards: 5.1, 5.2, 5.8

Objectives: Students will be able to...
  • understand why we have mines
  • realize the relationship between mining and their everyday life
  • list and compare different types of mining
  • know what reclamation is
  • understand how mining impacts the environment
  • particpate in a simulated "mining" of chocolate chips from cookies, using money to purchase the necessary property, tools, and labor
  • understand the various costs associated with mining coal, including environmental remediation, as demonstrated in the simulation
  • calculate costs and profits from cookie mining and relate them to the mining industry.
  • define the term rock
  •  list three different types of rocks: igneous, sedimentary, and metamorphic

    •  
Date Day Science Starters Classwork Homework
4/4 D none What is Mining? mineral cube
4/5 E none Mineral Cube Due Today
Little Miners - videos and writing prompt		 pg. 153, ppt & quesitons
4/6 F none 5E/5R Drop

5G - go over hw
Cookie Mining Activity		 pg. 155
4/7 A none 5G - drop

5R/5E - go over hw
Cookie Mining Activity		 pg. 155
4/8 B none Go over hw & Cookie Mining Activity none

Notebook:

 

Related Links for more information:

Miners - child labor

 

 

Week 26 top

Big Idea: Minerals have characteristic physical and chemical properties that determine how each mineral is used by humans.
NJCCC Standards: 5.1, 5.2, 5.8

Objectives: Students will be able to...

  • identify the properties of minerals

  • describe the structure and composition of minerals

  • differentiate between minerals and non-minerals

  • identify common uses of minerals

  • categorize the minerals into groups

  • list characteristics of a mineral
  • perform a variety of mineral identification tests
  • identify common minerals based on physical characteristics and collected data

 
Date Day Science Starters Classwork Homework
3/28 E none All - Quest pgs.
In class - start pgs. 146-147		 pg. 146-47
3/29 F none 5E/5R - Drop
5G - Mineral Identification Lab		 pgs. 148-49
3/30 A none 5G - Drop
5R/5E - Mineral Identification Lab		 pgs. 148-49
3/31 B none All - Continue Mineral Identification Lab pgs. 150-51
4/1 C none Mineral Identification Practice mineral cube

Notebook:

 

Related Links for more information:

 

 

Week 25 top

Big Idea: Minerals have characteristic physical and chemical properties that determine how each mineral is used by humans.
NJCCC Standards: 5.1, 5.2, 5.8

Objectives: Students will be able to...

  • identify the properties of minerals

  • describe the structure and composition of minerals

  • differentiate between minerals and non-minerals

  • identify common uses of minerals

  • categorize the minerals into groups

    •
Date Day Science Starters Classwork Homework
3/21 F none 5E/5R - drop
5G - New Notebook
What is a Mineral? pg. 140		 pg. 141
3/22 A none 5G-Drop
5E/5R - new Notebook
What is a Mineral? pg. 140		 pg. 141
3/23 B none All - go over hw pg. 141 using SmartBoard, introduce mineral guide and how to use it, look up minerals from HW to see what they look like, chem formula, and where it is found

BrainPOP: Crystals Movie

6 Crystal Shapes pg. 142
pg. 143 Graphic Organizer using mineral guide book		 none
3/24 C none BrainPOP Movie: Mineral Ident.
Vocab pg. 144-45
Start Mineral Cube Research
Mineral guide & Links		 review
3/25 D none All - Continue Research, due April 5th review for quest pgs. 124-139

Notebook:

 

Related Links for more information:

 

Week 24  top

Big Idea: Substances undergo chemical reactions which form new substances whose properties differ from the properties of the original substance.
NJCCC Standards: 5.1, 5.2, 5.6

Objectives: Students will be able to
  • collect data from 6 different white powders based upon physical and chemical properties
  • follow correct lab safety procedures
  • analyze data and use a flow chart
  • identify unknown substances
Date Day Science Starters Classwork Homework
2/28 A none 5G - drop

5R/5E - go over hw
Start Mystery Powder Lab		 none
3/1 B none Met Trip - Ancient Egypt & Greece none
3/2 C none All - continue Mystery Powder Lab pg. 138-139
3/3 D none Finish up Mystery Powder Lab none
3/4 E none Alien Juice Bar Activity Enjoy Spring Break!

Notebook:

Related Links for more information:

 

Week 23 top

 

Big Idea: Substances undergo chemical reactions which form new substances whose properties differ from the properties of the original substance.
NJCCC Standards: 5.1, 5.2, 5.6

Objectives: Students will be able to
  • describe properties and uses of acids
  • describe properties and uses of bases
  • explain the difference between strong acids and bases and weak acids and bases
  • read and interpret information from a pH scale
  • identify acids and bases using pH
  • use indicators to identify acids and bases
  • collect data from 6 different white powders based upon physical and chemical properties
  • follow correct lab safety procedures
  • analyze data and use a flow chart
  • identify unknown substances
Date Day Science Starters Classwork Homework
2/21 X none no school none
2/22 C none All- go over Cons. of Mass Lab
BrainPOP - Acids/Bases movie
Acids/Bases Venn diagram		 test signed?
pgs. 127, 129
2/23 D none All - pH Sort Activity
BrainPOP Movie: pH Scale		 pgs. 131-133
2/24 E none All - Cabbage Juice Lab pg. 135
2/25 F none 5R/5E - drop

5G - Start Mystery Powder Lab		 tba

Notebook:

Related Links for more information:

 

Week 22 top

 

Big Idea: Substances undergo chemical reactions which form new substances whose properties differ from the properties of the original substance.
NJCCC Standards: 5.1, 5.2, 5.6

Objectives: Students will be able to

  • write and balance simple chemical equations

  • explain how a balanced equation shows the law of conservation of mass

  • describe properties and uses of acids

  • describe properties and uses of bases

    •
Date Day Science Starters Classwork Homework
2/14 E none All Classes - go over HW

BrainPOP Movie: Chemical Equations
Balancing Equations pg. 124		 pgs. 122-23
2/15 F none 5E/5R - drop
Go over hw
5G - Finish Bal. Eq.		 pg. 125
2/16 A none 5G -drop
Go over hw
5R/5E - finish Bal. Eq.
 pg. 125
2/17 B none Special Schedule - Bowling Party

BrainPOP Movie: Law of Conservation of Mass
Conservation of Mass Lab pg. 126
 none
2/18 X none No School Today none

 

Notebook:

Related Links for more information:

 

Week 21 top

 

Big Idea: Chemical Compounds are classified into groups based on their bonds and on their properties.

Big Idea: Substances undergo chemical reactions which form new substances whose properties differ from the properties of the original substance.
NJCCC Standards: 5.1, 5.2, 5.6

Objectives: Students will be able to

  • construct 3-D models of molecules

  • practice ionic and covalent bonding

  • explain what an isomer is

  • interpret and write simple chemical formulas

  • explain what an oxidation number is

  • differentiate between positive and negative ions

  • create and name binary compounds

  • use the 'criss-cross' method for oxidation numbers/subscripts in a chemical formula

    •
Date Day Science Starters Classwork Homework
2/7 F Cmpd Challenge 1 ERBs in morning - special schedule
5R/5E - drop
5G - Finish Molecular Models Lab		 p. 118-119
2/8 A Cmpd Challenge 1 5G - drop
5E/5R - Finish Molecular Models Lab		 p. 118-119
2/9 B Cmpd Challenge
2 		Go over hw
Review for Chemistry Test		 Study/Review
2/10 C none Periodic Table Test pgs. 102-119 none
2/11 D Cmpd Challenge 3 Special Schedule - Talent Show
Bond with a Classmate		 p. 120-121

Notebook:

Related Links for more information:

 

Week 20 top

Big Idea: Atoms combine to form ionic and covalent bonds.

Big Idea: Substances undergo chemical reactions which form new substances whose properties differ from the properties of the original substance.
NJCCC Standards: 5.1, 5.2, 5.6

Objectives: Students will be able to

  • research an element and know important uses for it

  • describe chemical bonding

  • predict whether an atom is likely to form bonds

  • explain how ionic bonds form

  • describe how positive and negative ions form

  • explain why ionic compounds are neutral

  • explain how covalent bonds form

  • know the difference between Ionic and Covalent Bonds

  • recognize the individual elements in a formula

  • recognize the subscript as the number of atoms

  • construct 3-D models of molecules

  • practice ionic and covalent bonding

  • explain what an isomer is

  • interpret and write simple chemical formulas

    •
Date Day Science Starters Classwork
ERBs this week, special schedules, shortened classes		 Homework
1/31 A none 5G: Drop

5E/5R: Intro to Bonding		 poster due 2/4
2/1 B none All - wrap up bonding, start molecular models pg. 113
2/2 C none SNOW DAY

Letter to scientists due 2/3 in English		 poster due 2/4
2/3 D none Molecular Models poster due 2/4
2/4 E none Molecular Models review notes

Notebook:

Related Links for more information:

 

 

Week 19 top

 

Big Idea: Elements are organized on the periodic table according to their properties

Big Idea: Atoms combine to form ionic and covalent bonds.
NJCCC Standards: 5.1, 5.2, 5.6

Objectives: Students will be able to

  • recognize periodic trends of elements, including the number of valence electrons, atomic size, and reactivity

  • accurately read and interpret information from the periodic table

  • make a Bohr Diagram

  • draw a Lewis Structure

  • research an element and know important uses for it

  • describe chemical bonding

  • predict whether an atom is likely to form bonds

  • explain how ionic bonds form

  • describe how positive and negative ions form

  • explain why ionic compounds are neutral

  • explain how covalent bonds form

  • know the difference between Ionic and Covalent Bonds

    •
Date Day Science Starters Classwork Homework
1/24 B PTB 3 5R/5E - finish Bohr Diagrams, start Lewis Structures

5G - Lewis Structures		 5R/5E pg. 109

5G - pg. 111

sign/correct quiz
1/25 C Bohr 1 5E/5R - wrap up Lewis Structures
Element Project Reserach

5G - go over hw
Element Project Reserach		 5R/5E - pg. 111
1/26 D Bohr 2 5R/5E - go over hw
All - Element Project Reserch
Poster due 2/4		 Kairos Night
1/27 E none snow day! Poster due 2/4
1/28 F Lewis 1 5R/5E - drop

5G - Intro to Ionic and Covalent Bonding		 poster due 2/4

Notebook:

Related Links for more information:

 

Week 18 top

 

Big Idea: Elements are organized on the periodic table according to their properties

Big Idea: Atoms combine to form ionic and covalent bonds.
NJCCC Standards: 5.1, 5.2, 5.6

Objectives: Students will be able to

  • explain how elements are arranged in the modern periodic table

  • compare metals, nonmetals, and metalloids based on their properties and location on the periodic table

  • identify the number of valence electrons in an atom

  • identify the number of shells, or energy levels, for an atom

  • recognize periodic trends of elements, including the number of valence electrons, atomic size, and reactivity

  • accurately read and interpret information from the periodic table

  • make a Bohr Diagram
Date Day Science Starters Classwork Homework
1/17 X none
MLK, Jr. - No School
 none
1/18 D none SNOW DAY! all classes -review for quiz

pgs. 100, 101, families only on pg. 102
1/19 E none All - quests signed and corrected  (<75%) by Friday

All - Quiz

5R/5E- Periods and Groups pg. 104

5G - go over hw, (PT game filler)

5G - 106-107
1/20 F PTB 1 5G - go over hw
Bohr Diagrams pg. 108

5R/5E - Drop Day		 5G - pg. 109
1/21 A PTB 1 2 hour Delayed Opening
5G - Drop Day

5R/5E - Continue Periods and Groups, start Bohr Diagrams pg. 108		 5R/5E - pgs. 105, 106, 109

Notebook:

Related Links for more information:

Week 17 top

Big Idea: Elements are organized on the periodic table according to their properties
NJCCC Standards: 5.1, 5.2, 5.6

Objectives: Students will be able to

  • describe the properties of the elements in the groups of the periodic table

  • accurately read and interpret information from the periodic table

  • explain how elements are arranged in the modern periodic table

  • compare metals, nonmetals, and metalloids based on their properties and location on the periodic table

  • identify the number of valence electrons in an atom

  • identify the number of shells, or energy levels, for an atom

  • recognize periodic trends of elements, including the number of valence electrons, atomic size, and reactivity

    •
Date Day Science Starters Classwork Homework
1/10 E none All - Quest Today
If time, continue notes on periodic table		 none
1/11 F Atomic Math 2 5R/5E - drop
Continue Coloring Periodic Table, Notes, Video Clips		 ready pg. 101, 103
1/12 A none SNOW DAY!! none
1/13 B Atomic Math 3 5 G - finish
Continue Coloring Periodic Table, Notes, Video Clips

BrainPOP Movie: Periodic Table

5R/5E - Continue Coloring Periodic Table, Notes, Video Clips		 5G-Color large periodic table

5R/5E - 101, 103
1/14 C Atomic Math 4 5G - Periods and Groups

5R/5E - Finish Coloring Periodic Table, Notes, Video Clips

BrainPOP Movie: Periodic Table		 5G-pg. 105

5R/5E - Color Large periodic table

Notebook:

Related Links for more information:


Week 16 top

Big Idea: Atoms are composed of small particles that determine the properties of the atom

Big Idea: Elements are organized on the periodic table according to their properties
NJCCC Standards: 5.1, 5.2, 5.6

Objectives: Students will be able to

  • determine the number of protons, neutrons, and electrons, and the mass of an element using the periodic table.

  • define atomic number and atomic mass

  • describe Mendeleev's work on the organization of the Periodic table

  • explain how elements are arranged in the modern periodic table

  • compare metals, nonmetals, metalloids based on their properties and location on the periodic table

  • describe the difference between a period and a group

  • explain why elements in a group often have similar properties

  • describe the properties of the elements in the groups of the periodic table

  • accurately read and interpret information from the periodic table
Date Day Science Starters Classwork Homework
1/3 F Element Challenge 5 5R/5E - drop day

5G - wrap up video clips, read some 1st person accounts of Trinity Test		 read 92-93, 96-97
1/4 A Element Challenge 5 5G - drop day

5R/5E - wrap up video clips, read some 1st person accounts of Trinity Test		 read 92-93, 96-97
1/5 B Element Challenge 6 BrainPOP Movie - Atoms
Begin Atoms Family Notes, Power Point, and Atoms Family Math		 review notes
1/6 C Element Challenge 7 Finish up Atoms Family, Start coloring the period table notes and ppt pg. 100
review notes
1/7 D Atomic Math 1 Continue Coloring Periodic Table, Notes, Video Clips review notes
quest Monday

Notebook:

Related Links for more information:


Week 15 top

Big Idea: Atoms are composed of small particles that determine the properties of the atom
NJCCC Standards: 5.1, 5.2, 5.6

Objectives: Students will be able to

  • describe some of the experiments that lead to the current atomic theory

  • compare the different atomic models

  • explain how the atomic theory has changed as scientists have discovered new information about the atom

  • describe the size of the atom

  • name the parts of the atom
Date Day Science Starters Classwork -
Special schedules all week		 Homework
12/13 B none go over Chromo Lab due, Reflections due
All classes meet at the same class time
Intro to the atom activity, BrainPOP		 none
12/14 C none Wrap up Atom Activty
Start Timeline Notes		 none
12/15 D none Timeline notes continued none
12/16 E none Einstein/FDR and Manhattan Project none
12/17 X none Trinity Test continued
Special Schedule 12:00 Dismissal
7:00 Christmas Sing		 enoy the break!

Notebook:

Related Links for more information:


Week 14 top

Big Idea: Matter can be classified into elements, compounds, and mixtures
NJCCC Standards: 5.1, 5.2, 5.6

Objectives: Students will be able to

  • know and identify the parts of a solution- solute and solvent

  • know that mixtures can be separated by physical means
Date Day Science Starters Classwork Homework
12/6 C Element Challenge 1 Rainbow Lab 84-85
review ppt
12/7 D Element Challenge 2 Wrap up Rainbow Lab & review study
12/8 E None Science Test pgs. 54-85 pg. 87
12/9 F Element Challenge 3 5R/5E Drop
Chromatography Lab		 89
12/10 A Element Challenge 3 5G Drop
Chromatography Lab		 89

Notebook:

Related Links for more information:


Week 13  top

Big Idea: Matter can be classified into elements, compounds, and mixtures
NJCCC Standards: 5.1, 5.2, 5.6

Objectives: Students will be able to
  • identify some elements, compounds, or mixtures
  • differentiate between an element, compound, and mixture

  • describe properties of mixtures

  • know and identify the parts of a solution- solute and solvent
Date Day Science Starters Classwork Homework
11/29 X none No Classes - Professional Development None
11/30 E Common Cmpds 3 Catch Up/Wrap up pgs. 77-79
BrainPOP: Compounds and Mixtures
Introduction to Mixtures and Solutions
Demo: Do hot and cold water mix?		 pgs 77-81
12/1 F Common Cmpds 4 5R/5E - drop Day

5G- Sugar Lab		 none
12/2 A Common Cmpds 4 5G - Drop Day

5R/5E- Sugar Lab		 none
12/3 B none Special Schedule- Friday Flick 1-3pm
Discuss Sugar Lab, soda/sugar demo, BBC Solutions Demo pg. 83, jars left open to evaporate - how long until we see sugar again? Pop quiz		 none

Notebook:

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Week 12 top

Big Idea: Matter can be classified into elements, compounds, and mixtures
NJCCC Standards: 5.1, 5.2, 5.6

Objectives: Students will be able to

  • describe pure substances

  • describe the characteristics of elements and give examples

  • explain how elements can make up molecules and compounds

  • describe properties of compounds

  • explain how compounds can be broken down into elements

  • give examples of common compounds

  • differentiate between a molecule and a compound

  • identify some elements, compounds, or mixtures

  • build models of elements, compounds, and mixutres

  • differentiate between an element, compound, and mixture
Date Day Science Starters Classwork Homework
11/22 C none Wrap up E,C, M activity and Flow Chart pgs. 74-75
Introduce Lego Lab pg. 76		 none
11/23 D none Special Schedule
Complete Lego Lab and start practice pages 76-78		 none
11/24 X none No School none
11/25 X none Happy Thanksgiving! none
11/26 X none No School none

Notebook:

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Week 11 top

Big Idea: Matter is described by its properties and may undergo changes

Big Idea: Matter can be classified into elements, compounds, and mixtures
NJCCC Standards: 5.1, 5.2, 5.6

Objectives: Students will be able to

  • give examples for physical properties of matter

  • give examples of physical change

  • identify indicators that a physical change took place

  • describe two chemical properties: flammability and reactivity

  • gives examples of chemical change

  • explain what happens during a chemical change

  • identify indicators that a chemical change took place

  • distinguish between physical and chemical changes

  • record detailed observations

  • describe pure substances

  • describe the characteristics of elements and give examples

  • explain how elements can make up molecules and compounds

  • describe properties of compounds

  • explain how compounds can be broken down into elements

  • give examples of common compounds

  • differentiate between a molecule and a compound

    •
Date Day Science Starters Classwork Homework
11/15 D Ologist 2 Physical and Chemical Properties pgs. 64-65 Famous Scientist due 11/16
11/16 E Ologist 5 Physical and Chemical Changes Activity pg. 66-67 65-68
11/17 F Common Cmpds 1 5R/5E - drop
Candle Observation pgs. 70-72		 pgs. 69, 73
11/18 A Common Cmpds 1 5G - drop
Candle Observation pgs. 70-72		 pg. 73
11/19 B Common Cmpds 2 Elements, Compounds, and Mixtures pgs. 74-75 none

Notebook:

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Week 10 top

Big Idea: "If I have seen further, it is by standing on the shoulders of giants." Sir Isaac Newton

Big Idea: Matter exists in various physical states, which are determined by the movement of the matter's particles.
NJCCC Standards: 5.1, 5.2, 5.6

Objectives: Students will be able to

  • describe the properties shared by all particles of matter

  • describe the four states of matter

  • explain the differences between the four states of matter

  • describe how energy is involved in changes of state

  • describe what is happening during melting and freezing

  • compare evaporation and condensation

  • explain what happens during sublimation

  • give examples for physical properties of matter

  • give examples of physical change

  • identify indicators that a physical change took place

  • describe two chemical properties: flammability and reactivity

  • gives examples of chemical change

  • explain what happens during a chemical change

  • identify indicators that a chemical change took place

  • distinguish between physical and chemical changes

 
Date Day Science Starters Classwork Homework
11/8 E none Go over Penny Boat Results

Quiz #4 and new seats		 Famous Scientist due 11/16
11/9 F Ologist
Set 1		 States of Matter Notes, BrainPOP pgs. 56, 57
11/10 A Ologist
Set 1		 States of Matter Notes, BrainPOP pgs. 56, 57
11/11 B Ologist
Set 3		 Phase Changes, BrainPOP pgs. 60 - 62
11/12 C Ologist
Set 4		 Physical and Chemical Properties, BrainPOP pg 63

Notebook:

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Week 9 top

Big Idea:  Forces in fluids are related to pressure and density and can affect the motion of objects in the fluid

Big Idea: "If I have seen further, it is by standing on the shoulders of giants." Sir Isaac Newton
NJCCC Standards: 5.1, 5.2, 5.3

Objectives: Students will be able to

  • state that the density of water is 1g/cm3

  • understand that objects with a density less than water will float, and objects with a density greater than water will sink

  • predict whether an object will float or sink in a fluid

    •

  • explain how the overall density of an object can change

  • understand that objects with a density less than water will float, and objects with a density greater than water will sink

  • understand the concept that objects float due to the buoyant force of the water it displaces

  • realize that when the mass of water displaced is equal to or greater than the mass of the object, the object will float

  • design a boat to carry the largest cargo of pennies and stay afloat

  • appreciate how scientists have contributed to the advancement of science and technology over time

  • use technology and reference materials to research the life and work of a scientist

  • present their information in the form of a "wanted poster" featuring their scientist

    •
Date Day Science Starters Classwork Homework
11/1 F Density 4 5R/5E - drop day
5G - go over hw pages 46-49
Explain & Start Penny Boat Challenge		 sign quiz
pgs. 50-51
11/2 A Density 4 5G - Drop
5R/5E - go over pages 46-49
Explain & Start Penny Boat Challenge		 sign quiz
pages 50-51
11/3 B Density 6 go over pg. 50-51
Penny Boat Challenge final designs and Start Competition		 none
11/4 C none Penny Boat Competion
Assign Famous Scientists		 pg. 52
11/5 D none Library: Research Famous Scientists
Review for Quiz		 Quiz Monday
Poster due 11/16

 Notebook:

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Week 8 top

Big Idea:  Forces in fluids are related to pressure and density and can affect the motion of objects in the fluid
NJCCC Standards: 5.1, 5.2, 5.3

Objectives: Students will be able to

  • state that the density of water is 1g/cm3

  • understand that objects with a density less than water will float, and objects with a density greater than water will sink

  • predict whether an object will float or sink in a fluid

    •

  • explain how the overall density of an object can change
Date Day Science Starters Classwork Homework
10/25 X none No School - Conferences none
10/26 B Density 1 All Classes - go over pgs. 40 & 43
Introduce Dunkin' for Density pg. 44-45		 signed quiz, corrections due Wed.
10/27 C Density 2 Wrap up Dunkin' for Density pgs. 44-45 pg. 45
10/28 D Density 3 Go over pg. 45
Introduce Buoyancy Notes pg. 46
BrainPOP: Buoyancy		 review +
pg 47
10/29 E none Quiz on pgs. 36-43
Cartesian Diver Demo pg. 48		 pgs. 48-49

 Notebook:

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Week 7 top

Big Idea:  Forces in fluids are related to pressure and density and can affect the motion of objects in the fluid
NJCCC Standards: 5.1, 5.2, 5.3

Objectives: Students will be able to

  • realize that density is a physical property of matter

  • describe the relationship between mass and volume as it relates to density

  • use observations to predict the relative density of an object

  • describe the relationship between mass and volume as it relates to density

  • use the following formulas when appropriate: d=m/v, m=vxd, & v=m/d

  • complete a self-paced interactive density tutorial

  • state that the density of water is 1g/cm3

  • understand that objects with a density less than water will float, and objects with a density greater than water will sink

  • predict whether an object will float or sink in a fluid

    •

  • explain how the overall density of an object can change
Date Day Science Starters Classwork Homework
10/18 C Mass 1 Continue: MVD Matrix pg. 36 Review for quiz
10/19 D Mass 2 Density Notes pg. 38 and practice problems pgs. 39 & 40 Study for quiz & pg. 41
10/20 E none Quiz - pgs. 20-35
Complete pg 40, go over pg. 41		 Kairos Night
10/21 F Mass 3 5R/5E - drop
5G - Float or Sink Activity pgs. 42-43		 pg. 43
10/22 A Mass 3 5G - drop
5R/5E - Float or Sink Activity pgs. 42-43		 pg. 43

 Notebook:

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Week 6 top

Big Idea:  Matter is described by its properties and may undergo changes
NJCCC Standards: 5.1, 5.2, 5.3

Objectives: Students will be able to

  • recognize that 1 cm3 is equivalent to 1 mL

  • complete a self-paced tutorial online for measurement skills, collecting and recording data, and using a data chart

  • complete a self-paced tutorial online for recording masses on a Triple Beam Balance

  • hold, carry, and use the Triple Beam Balance correctly

  • identify the parts of a Triple Beam Balance

  • find the mass of a solid to the nearest 0.1 gram

  • take and record precise measurements

  • differentiate between mass and weight

  • realize that density is a physical property of matter

  • describe the relationship between mass and volume as it relates to density

  • use observations to predict the relative density of an object
Date Day Science Starters Classwork Homework
10/11 X none Columbus Day - No School
 none
10/12 E Volume 1 go over pgs. 29-31
TBB pg. 32		 none
10/13 F Volume 2 5R/5E - Drop
5G- TBB Lab pg. 34		 pgs. 33, 35
10/14 A Volume 2 5G - Drop
5E/5R - TBB Lab pg. 34		 pgs. 33, 35
10/15 B Length 5 BrainPOP Movie: Measuring Matter
Demo/Activity - density bottles
BrainPOP Handouts pg 36		 pg. 37

 Notebook:

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Week 5: top

Big Idea:  Matter is described by its properties and may undergo changes
NJCCC Standards: 5.1, 5.2, 5.3

Objectives: Students will be able to

  • use a ruler to measure length in cm and/or mm

  • make metric conversions by moving the decimal place

  • find the volume of a rectangular prism using the formula LxWxH

  • define the word meniscus

  • accurately use a graduated cylinder to measure volume

  • find the volume of irregular objects using water displacement

  • recognize that 1 cm3 is equivalent to 1 mL

  • complete a self-paced tutorial online for measurement skills, collecting and recording data, and using a data chart
Date Day Science Starters Classwork Homework
10/4 F Length 2 5G - Finish Volume of a Solid pg. 22
5R/5E - drop		 pgs. 23, 24, 25
10/5 A Length 2 5R/5E - Finish Volume of a Solid pg.22
5G- drop		 pgs. 23, 24, 25
10/6 B Length 4 go over hw
Start Irregular Volume pg. 26		 pgs. 27, 28
10/7 C Length 3 go over hw
Finish Irreg. Volume Lab pg. 26 		 pgs. 29, 31
10/8 D none Shortened Classes - Assembly
Laptop: BBC Measure Activity pg. 30		 none

 Notebook:

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Week 4: t#topop

Big Idea:  Matter is described by its properties and may undergo changes
NJCCC Standards: 5.1, 5.2, 5.3

Objectives: Students will be able to

  • use a stem and leaf plot to collect and analyze data, and make a conclusion

  • describe the effects of soap on surface tension

    •

  • name the tools used to collect and analyze data

  • explain the importance of the International System of Units

  • select the appropriate units to use for particular measurements

  • describe the two properties of matter: mass and volume

  • identify the units used to measure mass and volume

  • use a ruler to measure length in cm and/or mm

  • make metric conversions by moving the decimal place

  • find the volume of a rectangular prism using the formula LxWxH
Date Day Science Starters Classwork Homework
(phase in continues)
9/27 A B Words 5G -drop day

5R/5E - continue drops of water on a penny lab		 none
9/28 B C Words Wrap up Penny Lab

Intro to the Metric System Notes pg. 18		 pg. 17, pg 19
9/29 C Penny Challenge Go over HW
Continue metric activity pg. 18		 pg. 20
9/30 D Length 1 Go over HW
Finish metric activity pg. 18
 pg. 21
Study pgs.
8-19
10/1 E None Go over HW
Quiz pgs. 8 - 19
Begin Volume of a solid pg. 22		 None

 Notebook:

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Week 3: top

Big Idea:  Scientific Progress is made by asking meaningful questions and conducting careful investigations.
NJCCC Standards: 5.1, 5.2, 5.3

Objectives: Students will be able to

  • work cooperatively with their lab partner and lab group
  • understand that scientists develop theories based on given information, and that those theories change with the addition of new information
  • understand that given the same information, scientists may develop theories that are different from each other

  • observe the "skin" that forms as a result of surface tension and explain, on a molecular level, why certain objects are able to float on the surface

  • use a plastic pipette properly and with good control

  • use a stem and leaf plot to collect and analyze data, and make a conclusion

  • describe the effects of soap on surface tension
Date Day Science Starters Classwork Homework
(phase in continues)
9/20 B Lab Equip 1 All: D&T Activity pg. 12 none
9/21 C Lab Equip 2 All: Wrap Up D&T Activity pgs. 11/13 if not done in class
9/22 D Lab Equip 3 All: Surface Tension Demo pg. 14 pgs. 14/15
9/23 E Lab Equip 4 Drops of Water on a Penny pg. 16

(picture day)		 none
9/24 F B Words 5E/5R - Drop Day

5G - Continue Drops of Water on a Penny		 none

 Notebook:

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Week 2:  top

Big Idea:  Scientific Progress is made by asking meaningful questions and conducting careful investigations.
NJCCC Standards: 5.1, 5.2

Objectives: Students will be able to...

  • view themselves as scientists
  • work cooperatively with their lab partner and lab group
  • recognize common safety symbols and know their meanings
  • become familiar with and follow lab safety rules
  • differentiate between observations and inferences
  • differentiate between quantitative and qualitative data
  • develop reasonable explanations using their observations and prior knowledge
Date Day Science Starters Classwork Homework
(phase in continues)
9/13 C none No science classes today- Laptop roll out phase 2   none
9/14 D Safety 1 5R/5E - Start "I am a scientist" ppt & drawing on pg. 7

If time, begin safety lesson pg. 8

5G - pg. 7 draw a scientist
Safety Lesson pg. 8		  pg. 7/9
9/15 E Safety 2 All - 10 Question Notebook quiz

Class Discussion: Observations, Inferences, Quantitative & Qualitative, begin Mystery Footprints pg. 10, 11

 none
9/16 F A Words 5R/5E - drop day

5G - Finish Mystery Footprints		 none
9/17 A A Words Lewis Morris Park- special activity

5G - drop day

5R/5E- Finish Mystery Footprints		 none

 Notebook:

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Week 1: top

Big Idea:  Scientific Progress is made by asking meaningful questions and conducting careful investigations.
NJCCC Standards: 5.1, 5.2

Objectives: Students will be able to...

  • become familiar with the science classroom, procedures, and rules
  • set up table of contents in science notebook, number pages to 20, and begin scavenger hunt
Date Day Science Starters Classwork Homework
9/6 X   No School - Labor Day   
9/7 X   No School - New Student Picnic  
9/8 A none First Day of School!
Special Schedule - all classes meet

Go over procedures and class rules
Hand out notebooks
Start Scavenger Hunt pg. 6		 none
9/9 X   No School none
9/10 B none All - Complete and go over Scav Hunt, Start "I am a scientist" ppt pg. 7 none

 Notebook:

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Old Lesson Plans posted below: top

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