We will be doing the Chicken Wing Dissection Lab which is called "A Closer Look at Muscles" in class on Wednesday, June 2. 
In person students will be working with a partner to complete the dissection and to fill in answers to #3,4,6,7,8,9,10, and 11 on the paper copy of the handout during class.  In person learners should turn in the completed handout at the end of class on Monday, June 7th. 


Distance learners (and any in person students who choose to complete the lab virtually) will watch a video of a dissection and then fill out the Kami document version of the handout. Turn in the Kami document with the assignment post about reading the lab directions since it is posted there. You should do the drawings on a piece of paper and then turn in a photo of your drawings here as well as turn in this assignment after you turn in the Kami document and your photos. Distance learners should turn in these two parts of the assignment electronically on Monday, June 7th.
Note: At one point in the video she says leg when she means wing, also she says knee joint when she means elbow joint.  Actually, she is pointing at the wrist joint. 



(We will discuss questions 13 - 17 in class on Monday, June 7th and there will be time to complete these questions as well as discuss #3,4,6,7,8,9,10, and 11 from the dissection.There is a drawing of a human arm in flexion and extension in the textbook that can help you do the drawing for #7.)

Read the attached document before class on Wednesday to prepare for the Chicken Wing Dissection. In person students will be working with a partner to complete the dissection and to fill in answers to #3,4,6,7,8,9,10, and 11 on the paper copy of the handout during class. Distance learners (and any in person students who choose to complete the lab virtually) will watch a video of a dissection and then fill out the Kami document version of the handout. We will discuss questions 13 - 17 in class on Monday, June 7th and there will be time to complete these questions as well as discuss #3,4,6,7,8,9,10, and 11 from the dissection.


Please bring your safety goggles to school with you on Wednesday. You can use these during the dissection and then leave them with Ms. GH so you don't have to return them later. 

Complete this short survey by Friday afternoon. 

Read pages 20 - 25  and answer questions 10 - 17, 19 in your textbook to learn about the skeletal and muscle systems in preparation for the chicken wing dissection which we will do in class on June 2nd.

Read pages 14 - 19 and do #1 - 3, 5 - 9 in your textbook to learn about the skeletal system.

We will do Quizlet Live in class and/or individual Quizlet. 
Use the Quizlet on your own to help you review for the test.

Complete this test on paper if you are at school or in this Kami document if you are at home during class. The third part of this test is the online Unit 2 Test B which you need to do in Think Central. You will find it in your To-Do list. You will only be able to work on the Unit 2 Test B during class.

If you have extenuating circumstances and are unable to do the test during class, post a comment about when you can do it and I will schedule another 45 minute block of time for you to do that part of the test.

Log into Think Central and click on the to-do list and do the practice test to prepare for the multiple choice online Think Central part of Monday's test on Unit 2. There will also be a fill in the blank and an explanation portion of the test. (The practice test is available May 17th through May 21st.) 


We will do a quizlet in class on Wednesday, May 19th. 

You can also work on the practice test in class on Wednesday so that you can get help if you are having difficulty logging into Think Central.

We will begin this activity in class on Monday, May 17th, and you will need to complete it outside of class by Wednesday evening.

Read pages 126 - 133 about nutrition and fitness in the textbook and answer questions 5 - 7, 9 - 16 and 18 in the textbook.

You can record the list of what you eat in a google document or in your science notebook. You will be referring to your list for a nutrition activity that we'll start in class on Monday. You will need to show me your list, but you don't need to turn it in.


Packaged foods need to have a nutrition label that lists the ingredients, nutrients, and calories of the food. Bring in 2 food labels or take photos of them in your phone or device so that you can refer to them during the activity. Things like fresh fruits and vegetables not in packages don't have nutrition labels, but we will look up nutrition information for these foods. 

Use the attached answers to check your work for the Unit 2 Lesson 2 review on page 123. Make corrections to the answers in your book as needed. This will help you prepare for the open note, open book test on Unit 2 which will be May 24th.


Note for #6 the y axis of the graph says "Reported Cases (in thousands)". Many people did not notice/report in your answers that the numbers were in thousands. 

8A will do this activity in class on Wednesday. You can turn in a paper copy of this activity at the end of class (or to your manilla folder by the end of the day) on Wednesday or turn in the electronic version of the document instead.

Finish reading Unit 2 Lesson 2. Read pages 118 - 121. Then do the unit review on page 123. Turn in a photo of your work.

Read Unit 2 Lesson 2 pages 112 - 117 and do #7 - 12 about infectious disease. 

In class on Monday we will be researching Covid-19 vaccines. You will have time to work with a partner on this assignment and you will probably be able to complete it in class. (If not, complete it outside of class and turn in in by Tuesday afternoon.) 
It is fine to turn in one document for two people. Be sure to note your name and your partners name at the top of the document if you worked with a partner. 

Do the virtual lesson about the immune system from Think Central. Log into Think Central, click on things to do, then view and interact with the 14 slides about the immune system.
After doing the virtual lesson, answer the 5 questions with a partner. (You may need to finish it on your own if you don't finish in class.) Each person needs to turn in a copy of the questions. They can be identical .

Read Unit 2 Lesson 1 on the Immune System pages 100 - 105 and do #5 - 10.  We will go over this in class on Wednesday. You don't need to send in a photo of your work.

Read pages 8 - 12 and do the lesson review on page 13. Turn in a photo of your completed page 13.

Answer these questions to help Ms. GH know what you are most interested in learning about from this textbook and what activities/labs you would like to do.

We will do this lab activity in class on Wednesday, April 21st.  If you are in class you will work with a partner, but each person will complete their own copy of this activity.  If you are at home you will need to time yourself unless a parent or sibling is available to help you.

After you take the Unit 3 test on Atoms and the Periodic Table in class on Monday you may have some time to start the assignment due Wednesday.
Read pages 4 - 7 and do #1- 6 in the The Human Body Textbook. 
If you don't have this textbook yet, you should get one from Ms. GH in class. Students who are normally distance learners received this book with other supplies in March. Students at school received it April 14th. If you are normally an in person student, but you were at home last week and Monday, then you should pick up your textbook in the entryway of the school after Monday at 2 pm.  
Let Ms. GH know if you need to make special arrangements or have questions.

Complete this test on paper if you are at school or in this Kami document if you are at home during class. The third part of this test is the online Unit 3 Test A which you need to do in Think Central. You will find it in your To-Do list. You will only be able to work on the Unit 3 Test A during class.

If you have extenuating circumstances and are unable to do the test during class, post a comment about when you can do it and I will schedule another 45 minute block of time for you to do that part of the test.

Log into Think Central and click on the to-do list and do the practice test to prepare for the multiple choice online Think Central part of Monday's test on Unit 3. There will also be an explanation portion of the test. 


We will start this in class on Wednesday so that you can get help if you are having difficulty logging into Think Central.

Do the Unit 3 review on pages 205 - 208 #1- 16. We will go over this review on Wednesday and then the test on Unit 3 will be Monday, April 19th.

Complete the 12 questions in the lesson review on page 201 in your Matter and Energy textbook.
We will go over these in class on April 12th and then review for an open note, open book test on Unit 3.


Turn in a photo of your work if you attended class remotely or did not have your work done at the start of class to get credit.

In class on Wednesday we will be observing three substances and figuring out which one is ionic, which is covalent, and which is metallic. If you are in person you will make observations for your substance for the first four properties in class, share your results with classmates to complete the table for the other two substances, watch the 0041 video in class to see what happens when the substances are heated, and either turn in a paper copy of the lab or an electronic copy. You can attach a photo of your work if you do it on paper, but aren't ready to turn it in at the end of class.

If you are at home you will need to watch the attached videos, make observations from the videos, participate in the class discussion of results, and turn in the electronic copy of the lab.

Read pages 198 - 199 and do #11 and 12.
You may want to start the assignment due April 12th: page 201 #1 - 12.

Read pages 192 - 197 in Unit 3 Lesson 4 of Matter and Energy. Do #1-3, 5- 7 in your textbook.

Here are the links for the two interactive slideshows we used in class. If you were absent for class please do these on your own.
Mark turned in if you did them in class or after you do them on your own if you missed class.

Interactive Slides about Covalent Bonding

https://pbslm-contrib.s3.amazonaws.com/WGBH/arct15/SimBucket/Simulations/chemthink-covalentbonding/content/index.html

Just use slides 1 - 24, skip 25 - 35.
Turn and talk about 2 things you learned (or write down 2 things).

Interactive Slides about Ionic Bonding

https://kcts9.pbslearningmedia.org/resource/lsps07.sci.phys.matter.ionicbonding/ionic-bonding/
All Slides (1 - 27)

Write down 3 things you learned in your notebook or notes section of the textbook.

Read pages 186 - 188 in the Matter and Energy textbook and do #13, 15 - 20.

Read Matter and Energy Unit 3, Lesson 3 pages 180 - 185 and answer questions 1 - 3, 5, and 7 - 11 in your textbook. I will check your work in class and we will build on your knowledge from this lesson on Monday, March 22, when we build models of Lithium and Hydrogen atoms.

Bring a sharpie to science class on Monday (at school or at home)! You will need it for our modeling activity.
People at home also need the ziplock bag of marshmallows and toothpicks and the two page modeling handout that was placed inside the cover of the green textbook. People at school will have these materials in the manilla folder attached to your desk/desk shield.

If you received the materials planning to be at home, but are now at school, please bring them with you.

Turn in this assignment in class or electronically on Wednesday, March 24th.

Presentation includes the question, overview of procedure, data and analysis (or design summary and visuals), and conclusion. Presentation content and answers to questions show a good understanding of the experiment or design process and related background knowledge.

Mark this assignment as turned in after you present in class.

See the Stream post from March 11th and the "Oral Presentations for the Science Fair Project" assignment post in the Science Fair topic for details about how to prepare for your presentation.

See the list below for your assigned day. Technically, everyone should be ready to present on March 15th, which is why that is the due date. But, not everyone can present on the 15th.

You can mark this assignment as done one you have read over the oral presentation document and noted your assigned day.

Complete your "Science Fair Project Visual Display" assignment as described in the Science Fair topic.
Submit it where it is posted in the science fair topic. (It will be scored and recorded there.)
Then mark this assignment as turned in.

You can either make a Google Slides Document or a Trifold Poster Board for your science fair visual display. I have included two formats for the Google Slides document (experiment and design or build) with this assignment to help you do this assignment. (If you have already created your own Google Slides document, then you can attach that document instead.)

Directions for the Google Slides Visual Display:
Use the appropriate Google Slides Document (experiment or design and build) to make your visual display. Each slide has directions about what should be displayed on that slide. You will copy and paste the information from your final report into the Google Slides document to make your visual display.

If you want to change the theme for the Google Slides document you can easily do this by clicking on “slide” at the top and then “change theme” which is the last choice. Then choose the theme you want from the right. I have included a “Copy of Science Fair Visual Display for an Experiment” as an example of how a different theme changes the appearance of the whole document.

If you want to change the colors or text fonts and styles or layout for the Google Slides document you can edit the master slide. Watch this 4 minute video to learn how.
https://edu.gcfglobal.org/en/googleslides/editing-master-slides-and-layouts/1/

You can always add additional slides if you have information or photos that won’t fit on the provided slides.

Directions for making a trifold poster board are also included below.

If you have questions about this assignment, post a comment or ask your question in science class.

See the document below for an explanation of what to share in your 1 - 3 minute explanation of your project.
This document also has information about what is expected of you as a listener while others are presenting and about how to meet standards for participation in science class.

You will be assigned a day to present and will either present March 15th or 17th. The list of who is presenting when will be posted by Friday, March 12th.

Hello 8th Graders!
If you are not returning to school for in person learning, then please return these science supplies in a bag with your name on it when you pick up your third term supplies in the entryway on March 11th. There will be a box in the entryway where you can put your labelled bag of supplies. (Note: Keep the safety goggles at home for now, you will need to return them at the end of the year.)

Thermometer
2 petri dishes
Magnet
Container with mixture of sand and iron filings (or empty container if you dumped them out).

If you are returning to school, then please return the supplies listed above in a bag with your name on it in science class on March 15th or 17th. (Note: Keep the safety goggles at home for now, you will need to return them at the end of the year.)

View the final report requirements posted below in the documents below and choose the version for your project. Except for writing the abstract, preparing your science fair project final report will just entail pulling together the information you have already collected into one large document.

The abstract is optional. If you are meeting the requirements for the final report and you complete an abstract following the directions on science buddies, then you will exceed standards for the final report. The final report counts as the science writing standard for third term.

To meet requirements:
All 10 parts are included in the final report in order. Report is free of errors in spelling, grammar/usage, capitalization, and punctuation. A print font (not cursive) is used and a single font is used for all text, with bolding, underlining, or italicizing used as needed to indicate headings.

(Make your own document for the final report and turn in your final report document with this post.)

Complete your "Science Fair Project Final Report" assignment as described in the Science Fair topic.
Submit it where it is posted in the science fair topic. (It will be scored and recorded there.)
Then mark this assignment as turned in.

We need 16 seventh or eighth grade volunteers to host Zoom breakout rooms for the Science Fair in a Box on March 24th from 6:25 - 8:00 pm.

We will have 2 leaders per breakout room. Let me know by Friday of this week if you are interested by emailing me or by posting a private comment for this assignment.

Send me an email (or post a private comment) with your preferred activity and the name of someone you want to volunteer with if you have a partner. (I will check with you to pair you with another student if you don't name a partner.)
You won’t be leading the activity for the whole time. It will be 2 twenty minute sessions.
Times will be determined after I know what activity each person is doing.
You will get instructions ahead of time and there will be a Zoom practice session next week.
(I will post details about the practice session for the people who volunteer.)

There are four sessions:
A. Hoop Glider - a straw with two loops made from an index card, flies surprisingly well
B. Balloon Powered Boat - made from a sponge, a straw and a balloon
C. Lava Lamp - oil and water, with Alka seltzer tablets
D. Popsicle Stick Flashlight - a popsicle stick with copper tape, an LED, a battery and a paper clip, the most challenging project

A photo of the supplies for each activity is attached below.

Read page 177, then do numbers #16 - 21 on page 178 and # 8 and 9 on page 179. We will go over these questions in class on Thursday.

Complete your "Science Fair Conclusion" assignment as described in the Science Fair topic.
Submit it where it is posted in the science fair topic. (It will be scored and recorded there.)
Then mark this assignment as turned in.

Follow the Science Buddies guidelines included in the document below to write your conclusion. Your conclusion needs to be a paragraph or more and it needs to contain an answer to your investigation question and include the specific details that support it. (Make your own document for the conclusion and turn in your conclusion document with this post.)

Read pages 170 - 176 in the textbook (about the periodic table) and do # 5, 10, 11, and 12.
This is due on Thursday, but we won't go over it in class until Monday, March 2nd.

Complete your "Data Analysis and Graph or Summary of Engineering Design Process" assignment as described in the Science Fair topic.
Submit it where it is posted in the science fair topic. (It will be scored and recorded there.)
Then mark this assignment as turned in.

In class on Thursday, February 18th, we will discuss #11 from the textbook and how it relates to the static electricity activity we did last week, we will briefly go over the requirements for this assignment, and then you will have some time to work on this assignment (or other science fair assignments).

Note: The graph should be clearly labeled with a 1-2 sentence statement explaining what the graph shows.

This file has directions about what you should include for the data analysis and graph of your experiment. It also has directions about what you should include if you built or designed something rather than doing an experiment.
Make your own document for this assignment and turn it in here.

Note: The graph should be clearly labeled with a 1-2 sentence statement explaining what the graph shows.

Plan for a minimum of two weeks so that you can do multiple runs of your experiment or create several prototypes. Minimum Trials: 3 runs of experiment or 3 iterations of prototype. Note: If you are working with plants, you should have 3 plants for each variable tested. If you are testing the various designs of a structure such as a model bridge or a roof support and you anticipate that the models will be damaged or destroyed in the course of the experiment, you should have 3 of each design to test. If you are doing an engineering challenge, you should have at least 3 iterations of your prototype.

You can decide on February 18th that you need to do additional testing of your experiment or continue your engineering design process, but you need to have data collected from your experiment/recorded details about your engineering design process.

There are two different documents posted. One is for people who are doing an experiment (most of you) and the other is for people who are designing and building/making something. Read over the document that relates to your science fair project (posted in the Science Fair topic as a material) and then turn in this assignment when you have read it. Let me know in class on Thursday if you have any questions about the scoring.

Start or continue your work on your science fair project so that you will be done with your project by February 18th. You can decide on February 18th that you need to do additional testing of your experiment or continue your engineering design process, but you need to have data collected from your experiment/recorded details about your engineering design process.

Today we will be investigating the protons, neutrons, and electrons that make up atoms and how atoms join together to make molecules.
You will need:
a balloon (from your winter supply bag or another latex balloon)
paper that you can tear into pieces less than 1 cm wide (the holes punched from a 3 hole paper puncher work well)
salt and pepper (that you shake onto a plate or a piece of paper - so it is easy to clean up)
Bring these supplies to class.

If you are unable to bring these supplies to class you will need to record observations of what other students see when you are in the break out room for this lesson.

We are focusing on the key ideas in Unit 3 Lesson 1 about atoms and the parts of an atom.
Read pages 158 - 159 and 162 - 163.
Then watch the The Atoms Song video (1:21)
https://www.youtube.com/watch?v=GLp9ihOYjjM
and do #11 on page 163.

We will go over page 163 #11 in class on Thursday and then learn about how elements are organized in the Periodic Table.

If you need to add to your procedure for your science fair experiment see the Science Buddies link below. Then click on the overview, sample, and checklist for more details. Make your revisions by Wednesday night and mark this assignment as completed once you have resubmitted your document.
(Or mark this as complete if you already met standards and scored a 3 on the assignment.)

Today in class we will go over the remaining questions from pages 214 - 218 (#9, 10, 12) and the photosynthesis assignment due today.

For Monday, February 8th: Read pages 219 - 221 and do #19 - 23 on page 222. Turn in a photo of your work on page 222.

We will discuss how to write a prediction and a hypothesis for a science experiment and also consider different ways to set up data tables in class the week of Feb 1 - 5. This assignment is due for those of you who are doing experiments for the science fair no later than Friday, February 5th. If you need to start your experiment before February 5th and want feedback about your hypothesis, prediction, or data table layout, then submit this assignment earlier.

If you are building an object or designing a computer application and don't need to write a prediction and hypothesis, then mark this assignment as turned in and type a comment about what you are building/designing for the science fair.

Complete the "Question, Hypothesis, Prediction, and Data Table for your Science Fair Experiment" document in the Science Fair topic.
and submit it where it is posted in the science fair topic. (It will be scored and recorded there.)
Then mark this assignment as turned in.

(Note: if you are building something and not doing an experiment, then you don't need to do this assignment, though you should still record some data and observations and take photos during your design process.)

In science class on February 1st we will focus on science fair documents and the importance of doing three trials for an experiment. There will be time to work on science fair documents and/or start this photosynthesis assignment if you have completed science fair documents.

We will go over this photosynthesis assignment in class on Thursday, February 4th and also finish going over Unit 4: Lesson 1 #9, 10, and 12.
Key ideas from the textbook: Law of Conservation of Matter and how to show that with balanced chemical equations.
Connections to radish seed experiment to understand where the carbon dioxide and water come from in the photosynthesis chemical equation and how this relates to the Carbon Cycle.

Fill out and turn in the Science Fair Project Materials, Procedure, and Safety document where it is posted in the Science Fair topic by February 2nd.

Begin conducting your experiment or building/designing your prototype by February 2nd so that you have two weeks to conduct 3 runs of your experiment or 3 iterations of prototype.

If you are using Science Buddies or another published source for your materials, procedure, and safety information, you can copy and paste it into the document below and then note the MLA citation for the source.

If you need to write your own materials, procedure, and safety then fill in the three related boxes in the document below with your own information.

When a chemical change happens, one or more chemical reactions have occurred. In this lesson we will learn how to write chemical equations for chemical reactions which will help us understand the reaction for plant photosynthesis and help us understand more about the radish seed germination experiment.

Read pages 214 - 218 in the Matter and Energy textbook and do questions 5 - 10 and 12 in your textbook. We will go over these questions in class on Thursday.

Complete the writing for the analysis and conclusion portions of the "Radish Seed Experiment" document posted in the "Week of Jan 11 - 15" topic.
Attach the Google Sheets spreadsheet and graph for your analysis here. (You can also attach it in that document, but it will be scored here.)

Use this document to identify the variables and your plan for your experiment.

If you are not doing an experiment because you are planning to build or design a prototype of an object or computer application, note your plans for building/designing it here. (You do not need to identify the independent variable, dependent variable, and controlled variables if you are not doing an experiment.)

Complete the hypothesis, independent variable, dependent variable, and controlled variables parts of this document in class on Thursday, January 14th. Then plant your radish seeds after class on Thursday (or Friday) so that you can grow the seeds for 5 - 7 days, record your data and observations each day, and share your data table and observations in class on Thursday, January 21.

The analysis and conclusion will be due on Monday, January 25th. There will be a separate post for turning in these two parts.

Monday's class is a work period to finish up the radish seed experiment and work on the science fair explanation of variables assignment. Ask Ms. GH for help identifying the variables in your science fair experiment if you need help with this.

In the interest of getting some grading done (since progress reports come out on Friday) and getting feedback to people who had already written in the science variables and filled in the data table, I scored the science variables and data table sections of the lab.
Read over any comments and the score for your science variables and data table.

You can still add to these two parts today as well as make your graph and write a conclusion to complete the lab by tonight.
If you did not grow the radish seeds, leave the data table blank, but complete the hypothesis and science variables part of the lab to show that you understand how to design a controlled experiment.

Complete the Explanation of Variables assignment and submit it where it is posted in the science fair topic. (It will be scored and recorded there.)
Then mark this assignment as turned in.

Use this document to do your background research and bibliography.

Complete the Background Research and Bibliography assignment and submit it where it is posted in the science fair topic. (It will be scored and recorded there.)
Then mark this assignment as turned in.

Be sure to do background research and figure out the safety hazards before you do your science fair proposal.
Complete the proposal in Kami and submit it where it is posted in the science fair topic. (It will be scored and recorded there.)
Then mark this assignment as turned in.

Complete the science fair proposal using Kami. Use the text boxes to type words and use the drawing tool to circle yes/no, sign your name, and have your parents sign the form.

Complete this form by Monday, January 11th.
If you change your question later on or realize that you need to borrow science equipment you didn't list the first time, then submit a second form to let Ms. GH know your new question or your equipment needs.

We will go over digital cards 1 - 8 together in class on Thursday, January 7th and you will have some time to work on cards 9 - 28 with classmates in a breakout room. Complete the cards before class on Monday. We will go over the answers to cards 9 - 28 in class on Monday and then you will need to submit the completed set of cards after class on Monday.

Fill in your answers to the digital cards in the “Copy of Master DIGITAL Task Cards - Science Variables”.

Your assignment for Thursday is to go to the science buddies link shown below and then click on “Get Science Projects”.
https://www.sciencebuddies.org/science-fair-projects/science-projects
You will take a survey to answer questions about your interests, grade level, and time for the project and then it will give you suggestions for projects that might be interesting to you. Scroll through the projects and write down the titles of the three to five projects that seem most interesting to you. Click on the “read more” button to learn more about these projects. Take notes in your notebook about these projects. If you want to save your survey results, make a science buddies account.

If you have not already looked at the feedback I gave you for the Kitchen Chemistry Experiment & the Pure Substances and Mixtures Assignment, be sure to look at them today. Answers are posted for the Pure Substances and Mixtures assignment, so you can check answers to clarify your understanding. Similarly, I posted comments about individual answers for the Kitchen Chemistry Experiment.

Mark this assignment as complete once you have viewed the scores and feedback.

If you forgot to turn in the photo for the Separation of Mixtures activity before break, do it by Thursday, January 7th to get credit.

I will do a demonstration of separating my raisin bran cereal into different substances in class and then you will have some time to
separate the iron sand mixture and your cereal on your own. (You may need to finish after class.)
Wear goggles for the iron sand mixture and wash your hands after working with it. (You don’t want to get iron filings in your eye.They can also irritate your skin.)

Write your name and what you are separating on a piece of paper.
Separate the mixture into piles. Take a photo of it and submit it as evidence that you did this activity.
(You may want to also have a parent or sibling take a photo of you with the separated mixture or of you while you are doing the activity and then you can also send the photo to Tracy DeTuerk [email protected] and then your name will be entered into a drawing.)

Merry Christmas!
See you in 2021

Ms. GH

Read pages 58 - 61 in the textbook and use the information there and the information in the video to help you classify the substances in the table as pure substances (elements or compounds) or mixtures (heterogeneous or homogeneous mixtures).

(Note: This is the video we watched in class. You can watch it again and then freeze it at the end to view the flowchart. This flowchart is similar to the one on page 61. Homogeneous mixtures are also called solutions. (One example of a solution is sugar water when the sugar is completely dissolved in the water). Heterogeneous mixtures include colloids and suspensions as well as things like soil.Give observational evidence and reasoning from the textbook, the video, or another resource to back up your answer in the classification column. After you complete the classification table fill in the graphic organizer in your textbook on page 61. Take a photo of it and submit it with this assignment.

Bring the iron and sand mixture and the magnet in the ziplock bag from your winter science supplies. Also bring a cereal that says it is vitamin enriched. If you don’t have one that is vitamin enriched, just bring any cereal that you think is a heterogeneous mixture.

Read pages 50 - 57 and do #5 - 11. As you read, think about the kitchen chemistry experiment materials you used. Which ones were pure substances? Which were mixtures?

Your participation in class going over these questions on Monday and sharing about the kitchen chemistry experiment will be counted as your score for this assignment and then recorded here.

Complete one of the five experiments before class on Thursday and fill in the data tables for parts A and B.
You will have some time in class on Thursday to work on the questions in part C for the experiment you did. This is also a good time to ask questions. Complete and turn in this document no later that Friday.

(I will change the due date for this assignment to Friday at 11:59pm, but it says Thursday now since you need to do the experiment before class on Thursday.)
It's important that you submit this document by Friday, December 11th so that I can give feedback and evaluate it before class on Monday, December 14th when there is time for sharing about experiment results and your analysis of the results.

Read pages 34 - 41 and do # 1-3, 5 - 9, 11 - 12 about physical and chemical changes before class on Monday, December 7.
Your participation in class to answer a question on Monday will be counted as your score for this assignment and then recorded here.

If you decide that you want to do one of the experiments over the weekend, see the assignment post for the Week of Dec 7 - 11 where you have your own copy of the document.

We are starting our new textbook: Matter and Energy.
If you did not pick up your term 2 materials yet, do this today so that you have your brown bag of science supplies, your science textbook, and materials for other classes too.
(At the moment we do not have access to the online Matter and Energy textbook. I am working on getting access to this and will post information about this when we have it.)

Lesson 1 is mostly review, so we will go over it in class today before beginning lesson 2.
Read Unit 1 Lesson 2 pages 21 - 27 and do #1 - 3, 5 - 13 by Thursday.
Your participation in class to answer a question and share in a breakout room about #7 on Thursday will be counted as your score for this assignment and then recorded here.

Looking Ahead:
Monday, November 23rd will be a day to watch fun, interesting, school appropriate science videos. Let's celebrate the end of the term and Thanksgiving!

Use the attached document to let me know if you would like me to share your water cycle video in class or to send me a link to a school appropriate science video (that is 5 minutes or less in length) along with a brief description of it and why you like it to exceed standards for sharing for November 23rd.
Submit this by Friday, November 20th so I have time to plan which videos we will watch on Monday.

This test is an open note, open book test. There is a google form attached below that you will click on and then complete after we go over instructions in class. You will not be able to see the answers until later when I review it manually.
There is a separate google form posted for the experiment design part of the test.

This test is an open note, open book test. There is a google form attached below that you will click on and then complete after we go over instructions in class. You will not be able to see the answers until later when I review it manually.
There is a separate google form posted for the energy transfer part of the test.

We will use this Quizlet as time allows in class on Monday to review for the energy transfer parts of Thursday's open note, open book test on Unit 3 Lesson 2, the energy transfer experiments, and experiment design. Use it on your own after class to review. You may want to take notes while you view the flashcards.

Use textbook pages R28 - R31 and the two documents called: “Experiment Design Answers with Melting Butter” and “Energy Transfer Lab Activity” posted with this assignment post to help you answer the questions in the "Experiment Design Test Prep" document. Be sure to follow the directions about highlighting your answer choice and things you add to the procedure in yellow.

We will go over the answers to this in class on Monday, November 19th and you will need to turn in the completed document by Monday night to show that you have completed this preparation.

There will be similar questions about experiment design on the test that covers Unit 3 Lesson 2, our heat transfer experiments, and experiment design.

In Thursday's science class each group (or individual if you worked alone) will need to give a 1 - 2 minute explanation of:
1) what you did in your follow up experiment and
2) how energy transferred through conduction, convection, and or radiation in your experiment.
If you are unsure of how to explain this, be sure to come to office hours on Tuesday to ask for help and clarification.
You will be evaluated on your understanding of radiation, convection, and conduction in your sharing and the score will be recorded here. It will count for the "shows knowledge of content" standard.

Part Two - Doing the experiment and then analyzing your data, drawing conclusions, and applying what you’ve learned.
Each person in the group needs to turn in their own copy of this part of the experiment. The question and the data and observations parts of the experiment can be identical for each person. The summary of results, the analysis and conclusion, and the applying what you’ve learned parts should be written individually.

You should do the experiment before class on Monday. You will have some time in class on Monday to discuss the results and write your summary of results, the analysis and conclusion, and the applying what you’ve learned parts. The writing will be due Monday at 11:59 pm.

Complete the Unit 2 Lesson 2 Review questions in your textbook on page 127.
We will go over these in class on Thursday and your participation will be evidence of whether or not you completed the questions.

For this experiment you can work alone or in a group of two or three. It can be helpful for you to connect with classmates you want to work with before class starts today (Monday) so that you can send me a private comment before class or a private chat during class to tell me who you are planning to work with for this. That way I can put you in a breakout room with your group and you can work on the planning document together.

One person in the group will need to make a copy of this planning document and then share it with the other people in your group so that each person can edit it.

Only one planning document is needed per group. If you are not the one turning in your document, make a note in a private comment to tell me who is turning in the document when you mark the assignment as turned in.

It is due Wednesday at 4 pm so that I can read your plans before class on Thursday and either give you feedback in writing or orally during breakout room work on Thursday.

For Monday: read pages 122 - 125 and do page 126. Turn in a photo of your completed page 126.

Come join Ms. GH and Mr. Schilling to make a difference by cleaning up trash along our local Miller Creek Trail.
When: Sunday, November 1st 11 AM - 12 noon (Remember to set your clock back an hour on Saturday night/Sunday morning.)
Where: We will be meeting at the parking lot and trailhead at 14455 Des Moines Memorial Dr, Burien, WA 98168
How do I sign up: Send a comment to Ms. GH from this post to say that you are volunteering.

More details about the location: https://www.burienwa.gov/residents/parks_recreation_cultural_services/city_parks_trails_facilities/miller_creek_trail

Mr. Schilling and Ms. GH will provide some refreshments, gloves, and trash bags and work with you. We can take 14 student volunteers. You will need to wear masks and socially distance (stay 6 feet apart from one another).
(Parents may be able to help too.)

Energy Transfer Lab
See the attached document.
Do the lab and answer questions before class on Thursday. Just leave the follow up experiment part blank.
You will have time to discuss your results, add to your analysis answer, and plan follow up experiments in breakout groups on Thursday and then the lab will be due after class. (I will change the time the assignment is due so it won't be marked late.)

Read pages 114 - 121 and do #1-12 in your textbook to learn about energy transfer.
We will go over the questions in class on Monday and your participation in class counts as a standard that is scored.
Next week you will be using the thermometer you have in your supply bag to design and carry out an experiment about energy transfer in the environment.

Read the attached article "More Stuff = More Climate Change". Then choose one of the four "Check Your Understanding" questions and use a google document to write a 100 or more word paragraph to answer the question you chose. Attach the paragraph to this assignment and then turn it in.

This assignment will count as a science standard and as a writing standard.

You will have time to share what you wrote in a breakout room in class on Monday.
As you listen to what other people wrote and what you wrote, consider these questions:

Does the paragraph answer the question with two or more clear examples?
Does the paragraph mention carbon footprint and show an understanding of what that means?
Does the paragraph mention greenhouse gasses and show an understanding of how greenhouse gas emissions are produced?

Use these questions and the feedback you get to make any changes or additions needed to your paragraph and then turn it in by 11:59 pm on Monday.

Read pages 104 -107 and 110 - 111 and answer questions 1,2,5,6,7,10, 11, and 12 in your textbook. We will discuss these questions in class on Thursday and learn more about the greenhouse effect.

Turn in your final draft of your visual and/or story/script here. If you are working with a partner and only one person is turning in the work, then please note that in a private comment on this assignment.
You will be evaluated on your overall understanding of the water cycle and on your understanding of the local water cycle. Use the 20 point rubric posted with the rough draft assignment that was due October 1st to make sure you have all required parts.

We will do Quizlet Live in class on Thursday, October 8 to review Unit 1 about the properties of water and the water cycle. Then we will go over the review questions in class on Monday, October 12th. You will be expected to share your answer to one of the review questions in class on Monday. (You will start the open note, open textbook test at the end of class/after class on Monday and it will be due on Tuesday by 4 pm.)

Please wait until after we have gone over the Unit 1 review and the test instructions in class before starting this test since you will only be able to submit your test answers one time.
This test is an open note, open book test. There is a google form attached below that you will click on and then complete after we go over instructions in class. You will not be able to see the answers until later when I review it manually.

We will play Quizlet live with this set in class on Thursday, October 8th. Then you can do additional practice with this set on your own to review for the test which will be Monday, October 12th during class. The test is an open note, open textbook test.

Read/skim Unit 1 Lesson 3 to learn more about surface water and ground water. Use the information in this lesson to clarify your surface water and ground water parts of your water cycle visual or story/script if they need clarification.

Read pages 21 - 24 about the water cycle. The images on these pages can give you ideas about how to clarify your visual of the water cycle. They also explain how the water cycle transports energy and matter. You could add details to your story/video or visual about how energy and matter are transported to exceed standards. It is not required.

Read over the instructions in the attached document. The rough draft of the visual and/or the outline for the story or video script are due Thursday, October 1st. (If you work alone, you can choose to either make a visual or tell the story. If you work with a partner, then the two of you work together to do a visual and video/story.) The completed visual and/or video/story will be due Thursday, October 8th.

Work with your group in the break out room to answer these 8 questions. Each person needs to answer the questions in their own document. You will need to finish the questions outside of class and then submit your completed document. Refer to your textbook and use the internet resources listed at the end of the questions for help with local information.

Here is one additional website with information about sewage treatment for Burien and Normandy Park.
https://www.swssd.com/facilities.html



You will use this information next week to make a creative video, slide show, comic, or some other representation of our local water cycle. You will have the option of working alone or with a partner for the water cycle project. You may work with a partner who is not in your cohort. If you want to work with a partner, let Ms. GH know on Monday, September 28th.

Watch the six minute video about the water cycle linked below and read pages 16 - 20 in the textbook. Answer #9 - 13 in your textbook.
We will go over questions 9 - 13 in class on Thursday and then learn about our local water cycle. Where does our drinking water come from? Where does it go?

In this lab activity you will experience some of the different special properties of water. We will read the procedure in class on Monday and I will explain or demonstrate some parts of the procedure so that you can do it on your own at home and then share your observations in the next class on Thursday.
Type your predictions and observations into this document. Take a look at the rubric so you know what you need to do to meet standards. Be ready to share your observations in class on Thursday and then turn in the document after class.

The second document is revised to show that you need to use a crayola (water soluble) black pen. It is view only. If you haven't already started working on the document, you can use the second one. Just make a copy of it and then attach it to this assignment.

After you complete the Properties of Water lab activity, view and engage with the Think Central online lesson for Unit 1 Lesson 1 to learn more about water and its special properties. Directions for logging in to Think Central and finding the online lesson are attached below. Please send me a private comment with this assignment if you are not able to log in to Think Central. If you are not able to log in by Wednesday, then read pages 8 - 12 in the textbook and answer questions 8 - 11and 14 - 18. Then you will need to send a photo of your completed page 12.

Read pages 4 - 7 in your red "Earth's Waters and Atmosphere" textbook and do questions 1 - 7 in your textbook before class on Monday. We will discuss these questions in class. The essential question for this lesson is “What makes water so important?”

Reflect on your results and your lab design to answer the three questions in this document and then turn it in.

Give a two sentence answer that explains two or more reasons why water is so important and gives an example or clarification of one of the reasons.

Carry out the experiment, answer the questions, and fill in the data table in this document. Turn it in before class on Thursday, Sep 10th, and be ready to talk about your results in class. Remember to return the science materials that were in the brown bag (pipettes and red cup) to the brown bag so you have them for future experiments.

Each day for class you should have your Earth’s Water and Atmosphere textbook, a spiral notebook that you use just for science, and a pen or pencil that you use to take notes.

You will also need the following materials:
From your brown bag of science supplies: Bring the plastic red cup and the 2 different size plastic pipettes.
From home: bring 2 pennies and add tap water to the red cup