Lesson Plans_BL Garza_Science 8
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DateLearning ObjectivesActivities(s)Assignments(s) (Due Date)MaterialsTEKSELPSModsNotes
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12/2/2013Define acceleration. Interpret d-t, p-t, and v-t graphs. Solve acceleration problems.Lab: Students will hypothesize how a p-t graph will look for a toy car that accelerates and for a toy car that moves at a constant speed. Students, as an entire class, will observe these cars and record data using video analysis software (Tracker). Notes: Students will take notes and discuss the concept of acceleration. Independent Practice: Student will complete an independent practice. Quiz: Students will complete a quiz over acceleration.Hotwheels car, Hotwheels ramp, a 1 x 4 x 6 and stack of books (ramp), constant speed electric powered toy car, digital video recorder, program/application Tracker, handout: Review and Practice 1.3 Acceleration, and Quiz 1.3 Acceleration.Sci 8.6B, 6.8C, 6.8DELPS 2.I, 3.E, 4.G, 4.I, 5.B
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12/3/2013see 12/2/2013
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12/4/2013see 12/2/2013
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12/5/2013see 12/2/2013Quiz Motion 1.3 Acceleration
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12/6/2013
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12/7/2013
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12/8/2013
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12/9/2013
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12/10/2013TLW test over basic motion (kinematics).Test: Motion
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12/11/2013
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12/12/2013
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12/13/2013
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12/14/2013
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12/15/2013
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12/16/2013
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12/17/2013
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12/18/2013
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12/19/2013
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12/20/2013
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12/21/2013
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12/22/2013
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12/23/2013
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12/24/2013
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12/25/2013
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12/26/2013
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12/27/2013
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12/28/2013
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12/29/2013
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12/30/2013
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12/31/2013
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1/1/2014
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1/2/2014
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1/3/2014
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1/4/2014
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1/5/2014
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1/6/2014Workday
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1/7/2014Define the theory of plate tectonics. Describe the three types of plate boundaries. Explain how plate tectonics leads to certain crustal features.Students will read Section 9-5 Section Summary. They will underline new vocabulary terms as well as any old terms from sections 9-1 through 9-4 that appear in the summary. Students will then respond to question from Section 9-5 Review and Reinforce. This handout is due for a grade on Wednesday, 1/8/2014See activity (1/8/2014)Handout (see Activity)Sci 8.9B(c)4.FG
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1/8/2014Evaluate performance on 3rd six-weeks exam.Students will review concepts related to questions from the test. Emphasis will be placed on those questions that were missed the most.Sci 6.6B, 8.5ABDEF, 8.6ABC, 8.9AB
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1/9/2014Interpret topographical maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering.Students will take notes and discuss topographic feature on maps. Students will then complete worksheets to practice interpreting topographical maps. Small group practice.Topographic Map Worksheet (1/14/2014)Handout (see Assignment)Sci 8.9C
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1/10/2014see 1/10Sci 8.9C
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1/11/2014
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1/12/2014
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1/13/2014Interpret topographical maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering.Students will read text on the topic of weathering and erosion, then answer four objective questions. Students will then prepare for a quiz over plate tectonics, topography and weathering and erosion. Read pp. 142-144, in Texas Coach, TEKS Edition, Science, Grade 8, and answer questions 1-4 on p. 146. Review for Quiz. (1/14/2014)Texas CoachSci 8.9C(c)1.ACE, 3.DE, 4.G, 5.B
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1/14/2014
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1/15/2014Define weathering, mechanical weathering, chemical weathering, erosion, and deposition. Predict how weathering might reshape surface features (topography).Students will take notes and discuss weathering and erosion.Complete Cornell notes.Note books/bindersSci 7.8BC, 8.9C(c)1.ACE, 2.I, 3.DE, 4.G, 5.B
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1/16/2014See 1/16Students will take notes and discuss weathering and erosion.Complete Cornell notes. (1/17/2014)Note books/bindersSci 7.8BC, 8.9C(c)1.ACE, 2.I, 3.DE, 4.G, 5.B
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1/17/2014See 1/16Students will be given a maps and satellite images and infer and make predictions about how weathering and erosion influence topography.Pop Quiz Weathering and ErosionNote books/binders, quiz, maps, satellite images.Sci 7.8BC, 8.9C(c)1.ACE, 2.I, 3.DE, 4.G, 5.B
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1/18/2014
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1/19/2014
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1/20/2014Define weather, Identify and describe weather variables. Explain how weather is related to the water cycle.Students will take notes and discuss observing and predicting weather. Students will then answer application and high order thinking questions about basic meteorology.Review handout. (1/21/2014)Handout: 8.10 Describing Weather Review
Sci 8.10B (background)(c)1.ACE, 2.I, 3.DE, 4.G, 5.B
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1/21/2014Students will listen to CTE presentation from high school counselors.
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2/8/2014
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2/9/2014
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2/10/2014Recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents; identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and frontsStudents will produce template foldables for topics dealing with weather patterns, and global winds and ocean currents. When completed, students will work in small groups to complete the foldables. Activities necessary for completing include reading text, listening to readers, writing missing information on foldables, sketching processes, and discussing relevant information.Foldables (8 "half-books" of the following topics: Weather Maps, Wind Patterns and Weather Systems, Global Winds, Global Winds II, Ocean Currents, Global Wind and Convection, Weather Fronts, and Air Masses.)Photocopy paper, one for each foldable per student.Sci 8.10AB(c)1.ACE, 2.I, 3.DE, 4.G, 5.B
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2/11/2014Students will review for benchmark.Class set of STAAR practice questions from Categories 1, 2, and 3.Sci 8.4, 8.6, 8.9, and 8.10(c)1.ACE, 2.I, 3.DE, 4.G, 5.B
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2/12/2014Science Benchmark
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2/13/2014Social Studies Benchmark
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2/14/2014
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2/15/2014
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2/16/2014
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2/17/2014Recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents; identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and frontsStudents will produce template foldables for topics dealing with weather patterns, and global winds and ocean currents. When completed, students will work in small groups to complete the foldables. Activities necessary for completing include reading text, listening to readers, writing missing information on foldables, sketching processes, and discussing relevant information.Foldables (8 "half-books" of the following topics: Weather Maps, Wind Patterns and Weather Systems, Global Winds, Global Winds II, Ocean Currents, Global Wind and Convection, Weather Fronts, and Air Masses.)Photo copies of foldables for weather topics.Sci 8.10AB(c)1.ACE, 2.I, 3.DE, 4.G, 5.B
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2/18/2014Recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents; identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and frontsStudents will produce template foldables for topics dealing with weather patterns, and global winds and ocean currents. When completed, students will work in small groups to complete the foldables. Activities necessary for completing include reading text, listening to readers, writing missing information on foldables, sketching processes, and discussing relevant information.Foldables (8 "half-books" of the following topics: Weather Maps, Wind Patterns and Weather Systems, Global Winds, Global Winds II, Ocean Currents, Global Wind and Convection, Weather Fronts, and Air Masses.)Photo copies of foldables for weather topics.Sci 8.10AB(c)1.ACE, 2.I, 3.DE, 4.G, 5.B
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2/19/2014Recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents; identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and frontsStudents will produce template foldables for topics dealing with weather patterns, and global winds and ocean currents. When completed, students will work in small groups to complete the foldables. Activities necessary for completing include reading text, listening to readers, writing missing information on foldables, sketching processes, and discussing relevant information.Foldables (8 "half-books" of the following topics: Weather Maps, Wind Patterns and Weather Systems, Global Winds, Global Winds II, Ocean Currents, Global Wind and Convection, Weather Fronts, and Air Masses.)Photo copies of foldables for weather topics.Sci 8.10AB(c)1.ACE, 2.I, 3.DE, 4.G, 5.B
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2/20/2014Recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents; identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and frontsStudents will engage in whole-groups discussion of the content of the foldables which were completed over the last three days. Emphasis will be placed on global winds and ocean currents and the sun as the energy source for these patterns.Foldables (8 "half-books" of the following topics: Weather Maps, Wind Patterns and Weather Systems, Global Winds, Global Winds II, Ocean Currents, Global Wind and Convection, Weather Fronts, and Air Masses.)Photo copies of foldables for weather topics.Sci 8.10AB(c)1.ACE, 2.I, 3.DE, 4.G, 5.B
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2/21/2014
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2/22/2014
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2/23/2014
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2/24/2014Model and illustrate how the tilted Earth rotates on an axis, causing day and night, and revolves around the Sun causing changes in seasons.Students will read and outline Lesson 12: Days, Years, and Seasons.Outline (2/24)Texas Coach Science Grade 8, pp. 82-84.8.7A
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2/25/2014Demonstrate and predict the sequence of events in the lunar cycle. Relate the position of the Moon and Sun to their effect on ocean tides.Students will read and outline Lesson 13: Phases of the Moon and Tides.Outline (2/25)Texas Coach Science Grade 8, pp. 86-89.8.7B,C
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2/26/2014Describe the components of the universe, including stars, nebulae, and galaxies, and use models such as H-R diagrams for classification. Recognize that the Sun is a medium-sized star near the edge of a disc-shaped galaxy of stars and that the Sun is many thousands of times closer to Earth than any other star.Students will read and outline Lesson 14: The Sun and Other Stars.Outline (2/26)Texas Coach Science Grade 8, pp. 92-95.8.8A,B
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2/27/2014
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2/28/2014See 2/24 to 2/26Students will engage in an modified activity called "Corners." The activity will allow them time to answer questions related to learning objectives. After given enough time, students will then gather in one of four corners in the room that corresponds to their answer choice. They will then discuss with others in their groups their rationale for their answer choices. This will be repeat for a set of up to 13 questions created by the instructor and placed on a power point presentation.Participation grade.8.7A,B,C, and 8.8A,B
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3/1/2014
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3/2/2014
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3/3/2014
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3/4/2014Describe components of the of the universe including stars, nebulae, galaxies, and use models such as Hertzsprung-Russell Diagram for classification.Students will complete a quiz over seasons, days, moon phases, tides and star structure. They will then take notes and discuss deep-sky objects.Cornell Notes (3/5)Texas Coach Science Grade 8, Lesson 17: Deep-Sky Objects, pp. 106-07.8.8A(c)1.ACE, 2.I, 3.DE, 4.G, 5.B
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3/5/2014Describe components of the of the universe including stars, nebulae, galaxies, and use models such as Hertzsprung-Russell Diagram for classification. Recognize that the Sun is a medium-sized star near the edge of a disc-shaped galaxy of stars and that the Sun is many thousands of times closer to Earth than any other star. Model and describe how light years are used to measure distances and sizes in the universeStudents will take notes and discuss how to measure distances in space. Students will describe the characteristics of different types of galaxies.Cornell Notes (3/6)Texas Coach Science Grade 8, Lesson 18: Galaxies and Distances in Space, pp. 109-111.8.8A,B,D(c)1.ACE, 2.I, 3.DE, 4.G, 5.B
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3/6/2014TELPAS Writing Sample
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3/7/2014Demonstrate and predict the sequence of events in the lunar cycle.Students will model the phases of the moon using a Styrofoam ball and a lamp.Lab Report (3/17)Handout RM 38, Unit 4: Earth and Science, Part 1, Lesson 7: Moon Phases, from Gateways to Science STAAR Edition, Grade 8. with addition questions.8.7B(c)1.ACE, 2.I, 3.DE, 4.G, 5.B
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3/8/2014
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3/9/2014
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3/10/2014Spring Break
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3/11/2014Spring Break
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3/12/2014Spring Break
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3/13/2014Spring Break
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3/14/2014Spring Break
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3/15/2014
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3/16/2014
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3/17/2014 Model and describe how light years are used to measure distances and sizes in the universeStudent Minute (Unit 4: earth and Space, Part 1, Lesson 2: Distances in Space). Students will model light-year with student-minute.Lab Report (3/18)Stopwatch, one per group. Data table and Analysis Questions.8.8D(c)1.ACE, 2.I, 3.DE, 4.G, 5.B
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3/18/2014Explore how different wavelengths of the electromagnetic spectrum such as light and radio waves are used to gain information about distances and properties of components in the universe. Research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe.Discuss analysis questions from previous lab (5 min). Read description of light-year and answer reflection questions (from Unit 4: earth and Space, Part 1, Lesson 2: Distances in Space, 10 min). Student will take notes and discuss how telescopes are used to collect and focus EM-radiation to gain information about distances and properties of components in the universe. Students will read and discuss the evidence that supports the Big Bang theory as an explanation of the origin of the universe (33 min).Cornell NotesNotebook8.8CE(c)1.ACE, 2.I, 3.DE, 4.G, 5.BThe first two activities took pretty much all period for most classes because students did not complete the four analysis questions from the day before, not in class on the previous day and not at home. This makes it very difficult to plan ahead when students simply will not complete their work at home.
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3/19/2014Explore how different wavelengths of the electromagnetic spectrum such as light and radio waves are used to gain information about distances and properties of components in the universe. Research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe.Student will take notes and discuss how telescopes are used to collect and focus EM-radiation to gain information about distances and properties of components in the universe. Students will read and discuss the evidence that supports the Big Bang theory as an explanation of the origin of the universe.Cornell NotesNotebook8.8CE(c)1.ACE, 2.I, 3.DE, 4.G, 5.BHad to spend too much time at the beginning of class to lecture students about doing their work. Consequently, we did not get to complete our discussion of the topic. Will see if I can still give a quiz on Friday.
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3/20/2014See 3/19
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3/21/2014
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3/22/2014
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3/23/2014
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3/24/2014Explore how short- and long-term environmental changes affect organisms and traits in subsequent populations (continued).Students will take a quiz over deep-sky objects, galaxies and distance on space, and methods of studying the universe. Takes notes and discuss the theory of natural selection.Quiz, Cornell NotesNotebook8.11C(c)1.ACE, 2.I, 3.DE, 4.G, 5.B
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3/25/2014Post team-test review of TEKS 8.8 concepts.Item analysis results and power point slides with diagrams and re-descriptions of most missed concepts.
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3/26/2014Students will evaluate their performance on team-test TEKS 8.8. Students will be given information on the most missed questions, however individual groups will not be told exactly what they missed. Students will then be encouraged to begin discussion withing and among teams about the most missed questions. Once finished, they will then do the same for any other questions they would like to discuss. Students will then have the opportunity to reassess their understanding with a retest.Copy of original test
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3/27/2014Students will retest over TEKS 8.8, again in their original 2-member teams.RetestCopy of original test
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