Hello and Welcome to Eighth Grade Science at Hawbridge
DEAR STUDENTS, PARENTS AND FAMILIES:
We are fortunate to be working together this year in a class with such exciting and relevant subject matter. You will have numerous opportunities to think critically about these issues and problem-solve, as well as use your imagination and collaborate on life skills-rich projects. The Triangle and Triad regions, as a whole, have an abundance of resources, as well as individuals with expertise in various areas of the sciences.
I have been in the classroom for over two decades, have been part of the Hawbridge community since 2016 and I continue to be very excited to be here! You can count on me to be fair, enthusiastic and creative, and be dependable and consistent with my communications.
Your success in my class can be summed up this way:
- always give it your very best - a good attitude is a wonderful attribute
- be open to learning new things and new ways of doing things
- regularly ask questions for clarification on instructions or content.
- on-going communicate, especially when things aren't going so well
- do your part to help ensure our classroom has a great learning environment
WEB SITE
[email protected]
STUDENTS AND PARENTS STAYING INFORMED
All students are expected to do their best to stay informed about what we do in class each day.
All assignments and calendar reminders will be on Google Classroom. Please feel free to sign up to your son/daughter’s class or ask them to share it with you.
GOOGLE CLASSROOM CODES
FIRST PERIOD: aykfkc
FIFTH PERIOD: 33bfle
I will post regularly updated reminders, etc. on the board located on my supply closet door. Students may take a photo of the board that pertains to their class if that is a good method of reminding. Sign up for your son/daughter’s class text message “REMIND” feature. I will provide the code. I will not overuse it, maybe once per week. It is likely that when a remind message is sent, it will consist of multiple texts (one after the other) as there is a limit to the number of characters per message.
DEAR STUDENTS, PARENTS AND FAMILIES:
We are fortunate to be working together this year in a class with such exciting and relevant subject matter. You will have numerous opportunities to think critically about these issues and problem-solve, as well as use your imagination and collaborate on life skills-rich projects. The Triangle and Triad regions, as a whole, have an abundance of resources, as well as individuals with expertise in various areas of the sciences.
I have been in the classroom for over two decades, have been part of the Hawbridge community since 2016 and I continue to be very excited to be here! You can count on me to be fair, enthusiastic and creative, and be dependable and consistent with my communications.
Your success in my class can be summed up this way:
- always give it your very best - a good attitude is a wonderful attribute
- be open to learning new things and new ways of doing things
- regularly ask questions for clarification on instructions or content.
- on-going communicate, especially when things aren't going so well
- do your part to help ensure our classroom has a great learning environment
WEB SITE
[email protected]
STUDENTS AND PARENTS STAYING INFORMED
All students are expected to do their best to stay informed about what we do in class each day.
All assignments and calendar reminders will be on Google Classroom. Please feel free to sign up to your son/daughter’s class or ask them to share it with you.
GOOGLE CLASSROOM CODES
SECOND PERIOD: y5g78dq
THIRD PERIOD: g8y2gq
I will post regularly updated reminders, etc. on the board located on my supply closet door. Students may take a photo of the board that pertains to their class if that is a good method of reminding. Sign up for your son/daughter’s class text message “REMIND” feature. I will provide the code. I will not overuse it, maybe once per week. It is likely that when a remind message is sent, it will consist of multiple texts (one after the other) as there is a limit to the number of characters per message.
CLASSROOM POLICIES
REFLECTION FORM
Students will become familiar with the 16 Habits of Mind (on my web site: dropdown menu under “other.” In most cases, disruption, tardy and not following rules will be followed by a reflection form, which will be thoughtfully completed during an assigned lunch detention. More serious infractions will call for an administration referral and/or contacting a parent/guardian.
ELECTRONICS
Unless I announce that a smart phone or other device will be used as a tool in class, they are to be put away in backpacks and not left out. After one warning, the device will be taken away and not handed back until the end of the school day. The consequence for using electronics is lunch detention. As a reward for productive time together, I may announce that phones can be used during the last few minutes of class. Phones may be used during a Kahoot review. If you need to get a message to your son/daughter, please DO NOT TEXT. Call the school. Nancy will call my classroom with your message.
HEADPHONES AND EARBUDS
Keep these items OUT OF SIGHT until I announce that they may be used to listen to music during seatwork. If they are used in class when I’ve not made that announcement, after one warning, you will be assigned lunch detention. It is best to put them away so this does not become a problem.
DISRUPTION OF CLASS
After one warning you will be assigned lunch detention. Administration referral and parent contact for repeated disruptions. Know when it is time to listen, when it is time to ask questions and contribute, and when it is time for general conversation.
LEAVING CLASS/ BATHROOM BREAK
First ask for permission. Do not leave during instruction time unless it is an emergency. Only ONE person at a time for a bathroom break. When leaving class for bathroom or other reason, please use the sign out sheet on a clipboard that stays on my desk. Sign back in when you return. You cannot take your cell phone with you when leaving the room during class.
ARRIVING TO CLASS LATE
Please take your seat and get out supplies without drawing attention to yourself. You will be marked tardy if not in your seat when class begins. If another teacher sends an email related to your tardiness to class (you were held longer) it will be excused.
TAKING CARE OF CLASSROOM SUPPLIES
Everything has its place. Become familiar with where things are returned. Unless instructed otherwise, no classroom supplies should be left on tables or on floor. Please respect the supplies and understand that someone had to take the time to obtain them.
FOOD AND DRINK
Based on my many years of experience, allowing food and drinks is mostly not a good idea. Not everyone has the same sense of cleaning up personal messes. Only water will be allowed. Exceptions are for students who need access to food for medical reasons, i.e. diabetes
CLASS OUTSIDE
I do enjoy taking students outside for class and have done it consistently while at Hawbridge.
I welcome parent volunteers for outdoor activities. It’s always wise to have a second pair of eyes!
While outside in the community, each student represents Hawbridge. I expect good behavior and following the school rules. A student who does not demonstrate adherence to the rules listed below will be referred to the admin team. He or she will remain inside, supervised, and complete a reading and writing activity while the rest of the class is outside.
In general:
- listen and understand instructions for the outdoor activity
- participate fully in the activity
- no inappropriate language or activity
- shoes or sandals required while in creek or river – no bare feet
- no climbing on walls in amphitheater or walls or trees, in general
- keep out of flower beds
- respect the property of Saxapahaw neighbors
- be alert when crossing road or in parking lot
END OF CLASS
Unless I’ve stated otherwise, do not leave your seats and line up in the hallway waiting for the bell. Stay seated. I will inspect the room for supplies left behind and messes.
ACADEMIC PROCESSES
ASSESSMENT – QUIZZES
There will be assessments in the form of fairly short quizzes (up to 20 questions) with one longer “test” towards the end of the grading period. The dates will be announced ahead of time. The test (not the quizzes) will come with study guides.
There will be two methods of doing quizzes: The first is something new for me: Right after the quiz, you will be given a red pen and grade your own quiz as I give the answers. While doing this your pencil /eraser must be out of site. You will then hand them in and I will enter your grades. The second method is the traditional way, whereby I do the grading.
In either case, you may improve your grade by doing CORRECTIONS. If the procedure for corrections is followed precisely, you may earn ½ of your points back. You may do corrections during BRIDGE period or at home – not during class.
Procedure for quiz corrections:
You cannot do corrections after the final test at the end of each grading period. Best advice is to use the study guide, and study your previous quizzes.
COMPLETING CLASSWORK
I expect students to do their best in completing work in class. Bridge period may be used to complete work if there was not enough class time. If it is still not possible to complete the work by the end of the day, it will be completed for homework and handed in the next day. I am happy to give reasonable extensions, especially if time was used wisely in class. If a student has obviously not using class time wisely, he/she will not get the extension. There will be a number of multi-day assignments or activities
POWERSCHOOL AND GRADES
I try my best to keep PowerSchool updated. There are times I record assignments into PowerSchool before students begin working on them. If you see a blank on any assignment, it means it was either not graded - or not yet assigned. If you see a zero, it can mean one of a few things: the assignment was not handed in - or - the assignment was handed in without a name. (I do maintain a "no name" folder where students can search). Students will have to ask me to see this folder. The last reason for a zero is due to my error in not entering the assignment. I will always enter the points once this error is uncovered.
THE NOTEBOOK
Organization is an important attribute of learning and a notebook serves as a study tool, a compilation of what we are exploring in class. In some cases, PARENT INVOLVEMENT with your son/daughter’s notebooks can be a difference-maker.
INTERACTIVE NOTEBOOK (COMPOSITION NOTEBOOK)
Students will maintain a composition notebook as an interactive notebook. Students will take notes mostly at home, copying an online photo of my own composition notebook for the class. This will be a regular homework assignment (several times per week). Of course, this can be done during Bridge period. Work in these notebooks will be checked as I walk around (no need to hand in). At the top of each entry, in upper case letters, write the date: MONTH, DAY (i.e. JULY 14). Everything should be in chronological order and match the composition notebook I keep. These notebooks will also be used for daily CATALYSTS (also called “jump starters” or “bell ringers”) at the beginning of class
Writing the notes in advance has its advantages: there will be more time in class to teach the material, answer questions and do activities related to the content. The composition notebook will be used for other purposes including the beginning of class “catalyst,” and for some labs.
THREE-RING BINDER (1 or 2 in.)
Students may use a small (1-2”) three-ring binder for materials handed out in class. As with the composition notebook, print the date in upper case letters on top MONTH, DAY. These notebooks will be used for a variety of things: 1) syllabus 2) handouts 3) labs and activities 4) tests and quizzes.
After each nine weeks, you will remove your notes and clamp or paper clip together. You will get all of your notes back when we begin review for the end of year test. If you are well organized, you have the option of keeping your notes in a safe place at home. In this way, your three-ring binder will not get too full and you will have the needed notes for the topic we are currently investigating.
THE CATALYST
Often called a “bell ringer. On most days this will be the first order of business. It will be fairly short and must be done in the composition notebook. Be sure to put the DATE on top of the page (MONTH, DAY) If the catalyst involves a science topic or issue in the news, during the previous class period students will be alerted to investigate so they can write about it.
MISCELLANEOUS ITEMS
ACCOMMODATIONS
I will always do my very best to adhere to student accommodations as listed in an IEP or 504 Plan.
If a student who does not have such accommodations has extenuating circumstances, which may lead to late or incomplete assignment, I would call a meeting with that student and his/her parent to develop a reasonable plan for completing work.
SUPPLY WISH LIST
On my web page is a class supply list for students. I have also included a classroom supply "wish list" if you are able to make a donation. You or someone you know may have connections to a local university or college where larger lab items may be available due to being replaced.
VOLUNTEERS
I welcome parent volunteers during indoor or outdoor activities. If I am able to pinpoint a day ahead of time, I will send out an email and remind text ahead of time requesting volunteers. Please contact me if you would like to volunteer to let me know what days and times are best for you.
FIELD TRIP
We will do at least one field trip this year. It is likely we will visit a major rock quarry, learn about the aggregate business and collect mineral specimens from exposed veins.
DRAWING SUPPLIES
These items will come in handy for science. While I will have these materials, it is always nice to have your own. You may have a preference for the type of fine-tipped marker or pen you use. One idea that has worked well for students I've taught in the past: Put your materials in a pouch with a zipper or a small container. I can find a place to keep these in the classroom if you prefer not to carry it around with you. Include some regular pencils, ultra-fine tipped pens or markers of various colors (i.e. pilot or sharpie), colored pencils, eraser, sharpener, a small straight edge, a small template for sketching circles, etc.
SCIENCE NORTH CAROLINA STANDARD COURSE OF STUDY
MATTER: PROPERTIES AND CHANGE
8.P.1 Understand the properties of matter and changes that occur when matter interacts in an open and closed container.
8.P.1.1 Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements.
8.P.1.2 Explain how the physical properties of elements and their reactivity have been used to produce the current model of the Periodic Table of elements.
8.P.1.3 Compare physical changes such as size, shape and state to chemical changes that are the result of a chemical reaction to include changes in temperature, color, formation of a gas or precipitate.
8.P.1.4 Explain how the idea of atoms and a balanced chemical equation support the law of conservation of mass.
ENERGY: CONSERVATION AND TRANSFER
8.P.2 Explain the environmental implications associated with the various methods of obtaining, managing, and using energy resources.
8.P.2.1 Explain the environmental consequences of the various methods of obtaining, transforming and distributing energy.
8.P.2.2 Explain the implications of the depletion of renewable and nonrenewable energy resources and the importance of conservation.
EARTH SYSTEMS, STRUCTURES AND PROCESSES
8.E.1 Understand the hydrosphere and the impact of humans on local systems and the effects of the hydrosphere on humans.
8.E.1.1 Explain the structure of the hydrosphere including: • Water distribution on earth • Local river basins and water availability
8.E.1.2 Summarize evidence that Earth’s oceans are a reservoir of nutrients, minerals, dissolved gases, and life forms: • Estuaries • Marine ecosystems • Upwelling • Behavior of gases in the marine environment • Value and sustainability of marine resources • Deep ocean technology and understandings gained
8.E.1.3 Predict the safety and potability of water supplies in North Carolina based on physical and biological factors, including: • Temperature • Dissolved oxygen • pH • Nitrates and phosphates • Turbidity • Bio-indicators
8.E.1.4 Conclude that the good health of humans requires: • Monitoring of the hydrosphere • Water quality standards • Methods of water treatment • Maintaining safe water quality • Stewardship
EARTH HISTORY
8.E.2 Understand the history of Earth and its life forms based on evidence of change recorded in fossil records and landforms.
8.E.2.1 Infer the age of Earth and relative age of rocks and fossils from index fossils and ordering of rock layers (relative dating and radioactive dating).
8.E.2.2 Explain the use of fossils, ice cores, composition of sedimentary rocks, faults, and igneous rock formations found in rock layers as evidence of the history of the Earth and its changing life forms.
STRUCTURES AND FUNCTIONS OF LIVING ORGANISMS
8.L.1 Understand the hazards caused by agents of diseases that effect living organisms.
8.L.1.1 Summarize the basic characteristics of viruses, bacteria, fungi and parasites relating to the spread, treatment and prevention of disease.
8.L.1.2 Explain the difference between epidemic and pandemic as it relates to the spread, treatment and prevention of disease. 8.L.2 Understand how biotechnology is used to affect living organisms.
8.L.2.1 Summarize aspects of biotechnology including: • Specific genetic information available • Careers • Economic benefits to North Carolina • Ethical issues • Implications for agriculture
ECOSYSTEMS
8.L.3 Understand how organisms interact with and respond to the biotic and abiotic components of their environment.
8.L.3.1 Explain how factors such as food, water, shelter and space affect populations in an ecosystem. 8.L.3.2 Summarize the relationships among producers, consumers, and decomposers including the positive and negative consequences of such interactions including: • Coexistence and cooperation • Competition (predator/prey) • Parasitism • Mutualism
8.L.3.3 Explain how the flow of energy within food webs is interconnected with the cycling of matter (including water, nitrogen, carbon dioxide and oxygen).
EVOLUTION AND GENETICS
8.L.4 Understand the evolution of organisms and landforms based on evidence, theories and processes that impact the Earth over time.
8.L.4.1 Summarize the use of evidence drawn from geology, fossils, and comparative anatomy to form the basis for biological classification systems and the theory of evolution.
8.L.4.2 Explain the relationship between genetic variation and an organism’s ability to adapt to its environment.
MOLECULAR BIOLOGY
8.L.5 Understand the composition of various substances as it relates to their ability to serve as a source of energy and building materials for growth and repair of organisms.
8.L.5.1 Summarize how food provides the energy and the molecules required for building materials, growth and survival of all organisms (to include plants).
8.L.5.2 Explain the relationship among a healthy diet, exercise, and the general health of the body (emphasis on the relationship between respiration and digestion).
EXTENDED CONTENT STANDARDS
FORCES AND MOTION
EX.8.P.2 Understand that energy has the ability to cause motion or create change.
EX.8.P.2.1 Identify forms of energy, such as light, heat, electrical, and energy of motion.
EX.8.P.2.2 Describe the results of applying electrical energy (turn on lights, make motors run); heat energy (burn wood, change temperature); and energy of motion (go faster, change direction).
EX.8.P.2.3 Identify that a hot object will make a cold object warm when they touch.
MATTER, PROPERTIES AND CHANGE
EX.8.P.1 Understand the interactions of matter and energy and the changes that occur.
EX.8.P.1.1 Identify that a whole object weighs the same as all of its parts together.
EARTH SYSTEMS, STRUCTURES AND PROCESSES
EX.8.E.1 Understand the hydrosphere. EX.8.E.1.1 Identify water features on the earth’s surface (oceans, lakes, rivers, glaciers).
EX.8.E.1.2 Compare Earth’s saltwater and freshwater features (oceans, lakes, rivers).
EX.8.E.1.3 Understand that human health requires monitoring of the hydrosphere and stewardship (e.g. water conservation, pollution).
STRUCTURES AND FUNCTIONS OF LIVING ORGANISMS
EX.8.L.1 Understand that germs can cause disease.
EX.8.L.1.1 Recognize that germs can cause illness.
EX.8.L.1.2 Identify illnesses that may be caused by germs.
EX.8.L.1.3 Demonstrate hygienic practices that reduce the presence of germs.
EX.8.L.1.4 Describe minor treatments to prevent infection and the spread of disease (Band-Aid on cut; Cover mouth for sneeze or cough; Use and disposal of tissues).
ECOSYSTEMS
EX.8.L.2 Explain the interdependence of living organisms in the environment.
EX.8.L.2.1 Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers).
EX.8.L.2.2 Understand the relationship between living things and their environment.
DEAR STUDENTS, PARENTS AND FAMILIES:
We are fortunate to be working together this year in a class with such exciting and relevant subject matter. You will have numerous opportunities to think critically about these issues and problem-solve, as well as use your imagination and collaborate on life skills-rich projects. The Triangle and Triad regions, as a whole, have an abundance of resources, as well as individuals with expertise in various areas of the sciences.
I have been in the classroom for over two decades, have been part of the Hawbridge community since 2016 and I continue to be very excited to be here! You can count on me to be fair, enthusiastic and creative, and be dependable and consistent with my communications.
Your success in my class can be summed up this way:
- always give it your very best - a good attitude is a wonderful attribute
- be open to learning new things and new ways of doing things
- regularly ask questions for clarification on instructions or content.
- on-going communicate, especially when things aren't going so well
- do your part to help ensure our classroom has a great learning environment
WEB SITE
[email protected]
STUDENTS AND PARENTS STAYING INFORMED
All students are expected to do their best to stay informed about what we do in class each day.
All assignments and calendar reminders will be on Google Classroom. Please feel free to sign up to your son/daughter’s class or ask them to share it with you.
GOOGLE CLASSROOM CODES
FIRST PERIOD: aykfkc
FIFTH PERIOD: 33bfle
I will post regularly updated reminders, etc. on the board located on my supply closet door. Students may take a photo of the board that pertains to their class if that is a good method of reminding. Sign up for your son/daughter’s class text message “REMIND” feature. I will provide the code. I will not overuse it, maybe once per week. It is likely that when a remind message is sent, it will consist of multiple texts (one after the other) as there is a limit to the number of characters per message.
DEAR STUDENTS, PARENTS AND FAMILIES:
We are fortunate to be working together this year in a class with such exciting and relevant subject matter. You will have numerous opportunities to think critically about these issues and problem-solve, as well as use your imagination and collaborate on life skills-rich projects. The Triangle and Triad regions, as a whole, have an abundance of resources, as well as individuals with expertise in various areas of the sciences.
I have been in the classroom for over two decades, have been part of the Hawbridge community since 2016 and I continue to be very excited to be here! You can count on me to be fair, enthusiastic and creative, and be dependable and consistent with my communications.
Your success in my class can be summed up this way:
- always give it your very best - a good attitude is a wonderful attribute
- be open to learning new things and new ways of doing things
- regularly ask questions for clarification on instructions or content.
- on-going communicate, especially when things aren't going so well
- do your part to help ensure our classroom has a great learning environment
WEB SITE
[email protected]
STUDENTS AND PARENTS STAYING INFORMED
All students are expected to do their best to stay informed about what we do in class each day.
All assignments and calendar reminders will be on Google Classroom. Please feel free to sign up to your son/daughter’s class or ask them to share it with you.
GOOGLE CLASSROOM CODES
SECOND PERIOD: y5g78dq
THIRD PERIOD: g8y2gq
I will post regularly updated reminders, etc. on the board located on my supply closet door. Students may take a photo of the board that pertains to their class if that is a good method of reminding. Sign up for your son/daughter’s class text message “REMIND” feature. I will provide the code. I will not overuse it, maybe once per week. It is likely that when a remind message is sent, it will consist of multiple texts (one after the other) as there is a limit to the number of characters per message.
CLASSROOM POLICIES
REFLECTION FORM
Students will become familiar with the 16 Habits of Mind (on my web site: dropdown menu under “other.” In most cases, disruption, tardy and not following rules will be followed by a reflection form, which will be thoughtfully completed during an assigned lunch detention. More serious infractions will call for an administration referral and/or contacting a parent/guardian.
ELECTRONICS
Unless I announce that a smart phone or other device will be used as a tool in class, they are to be put away in backpacks and not left out. After one warning, the device will be taken away and not handed back until the end of the school day. The consequence for using electronics is lunch detention. As a reward for productive time together, I may announce that phones can be used during the last few minutes of class. Phones may be used during a Kahoot review. If you need to get a message to your son/daughter, please DO NOT TEXT. Call the school. Nancy will call my classroom with your message.
HEADPHONES AND EARBUDS
Keep these items OUT OF SIGHT until I announce that they may be used to listen to music during seatwork. If they are used in class when I’ve not made that announcement, after one warning, you will be assigned lunch detention. It is best to put them away so this does not become a problem.
DISRUPTION OF CLASS
After one warning you will be assigned lunch detention. Administration referral and parent contact for repeated disruptions. Know when it is time to listen, when it is time to ask questions and contribute, and when it is time for general conversation.
LEAVING CLASS/ BATHROOM BREAK
First ask for permission. Do not leave during instruction time unless it is an emergency. Only ONE person at a time for a bathroom break. When leaving class for bathroom or other reason, please use the sign out sheet on a clipboard that stays on my desk. Sign back in when you return. You cannot take your cell phone with you when leaving the room during class.
ARRIVING TO CLASS LATE
Please take your seat and get out supplies without drawing attention to yourself. You will be marked tardy if not in your seat when class begins. If another teacher sends an email related to your tardiness to class (you were held longer) it will be excused.
TAKING CARE OF CLASSROOM SUPPLIES
Everything has its place. Become familiar with where things are returned. Unless instructed otherwise, no classroom supplies should be left on tables or on floor. Please respect the supplies and understand that someone had to take the time to obtain them.
FOOD AND DRINK
Based on my many years of experience, allowing food and drinks is mostly not a good idea. Not everyone has the same sense of cleaning up personal messes. Only water will be allowed. Exceptions are for students who need access to food for medical reasons, i.e. diabetes
CLASS OUTSIDE
I do enjoy taking students outside for class and have done it consistently while at Hawbridge.
I welcome parent volunteers for outdoor activities. It’s always wise to have a second pair of eyes!
While outside in the community, each student represents Hawbridge. I expect good behavior and following the school rules. A student who does not demonstrate adherence to the rules listed below will be referred to the admin team. He or she will remain inside, supervised, and complete a reading and writing activity while the rest of the class is outside.
In general:
- listen and understand instructions for the outdoor activity
- participate fully in the activity
- no inappropriate language or activity
- shoes or sandals required while in creek or river – no bare feet
- no climbing on walls in amphitheater or walls or trees, in general
- keep out of flower beds
- respect the property of Saxapahaw neighbors
- be alert when crossing road or in parking lot
END OF CLASS
Unless I’ve stated otherwise, do not leave your seats and line up in the hallway waiting for the bell. Stay seated. I will inspect the room for supplies left behind and messes.
ACADEMIC PROCESSES
ASSESSMENT – QUIZZES
There will be assessments in the form of fairly short quizzes (up to 20 questions) with one longer “test” towards the end of the grading period. The dates will be announced ahead of time. The test (not the quizzes) will come with study guides.
There will be two methods of doing quizzes: The first is something new for me: Right after the quiz, you will be given a red pen and grade your own quiz as I give the answers. While doing this your pencil /eraser must be out of site. You will then hand them in and I will enter your grades. The second method is the traditional way, whereby I do the grading.
In either case, you may improve your grade by doing CORRECTIONS. If the procedure for corrections is followed precisely, you may earn ½ of your points back. You may do corrections during BRIDGE period or at home – not during class.
Procedure for quiz corrections:
- Rewrite the entire question or statement with the answer
- Explain in one to sentences either your misunderstanding of the concept or your new understanding
- In a clever way, show how the concept relates to something else you learned.
You cannot do corrections after the final test at the end of each grading period. Best advice is to use the study guide, and study your previous quizzes.
COMPLETING CLASSWORK
I expect students to do their best in completing work in class. Bridge period may be used to complete work if there was not enough class time. If it is still not possible to complete the work by the end of the day, it will be completed for homework and handed in the next day. I am happy to give reasonable extensions, especially if time was used wisely in class. If a student has obviously not using class time wisely, he/she will not get the extension. There will be a number of multi-day assignments or activities
POWERSCHOOL AND GRADES
I try my best to keep PowerSchool updated. There are times I record assignments into PowerSchool before students begin working on them. If you see a blank on any assignment, it means it was either not graded - or not yet assigned. If you see a zero, it can mean one of a few things: the assignment was not handed in - or - the assignment was handed in without a name. (I do maintain a "no name" folder where students can search). Students will have to ask me to see this folder. The last reason for a zero is due to my error in not entering the assignment. I will always enter the points once this error is uncovered.
THE NOTEBOOK
Organization is an important attribute of learning and a notebook serves as a study tool, a compilation of what we are exploring in class. In some cases, PARENT INVOLVEMENT with your son/daughter’s notebooks can be a difference-maker.
INTERACTIVE NOTEBOOK (COMPOSITION NOTEBOOK)
Students will maintain a composition notebook as an interactive notebook. Students will take notes mostly at home, copying an online photo of my own composition notebook for the class. This will be a regular homework assignment (several times per week). Of course, this can be done during Bridge period. Work in these notebooks will be checked as I walk around (no need to hand in). At the top of each entry, in upper case letters, write the date: MONTH, DAY (i.e. JULY 14). Everything should be in chronological order and match the composition notebook I keep. These notebooks will also be used for daily CATALYSTS (also called “jump starters” or “bell ringers”) at the beginning of class
Writing the notes in advance has its advantages: there will be more time in class to teach the material, answer questions and do activities related to the content. The composition notebook will be used for other purposes including the beginning of class “catalyst,” and for some labs.
THREE-RING BINDER (1 or 2 in.)
Students may use a small (1-2”) three-ring binder for materials handed out in class. As with the composition notebook, print the date in upper case letters on top MONTH, DAY. These notebooks will be used for a variety of things: 1) syllabus 2) handouts 3) labs and activities 4) tests and quizzes.
After each nine weeks, you will remove your notes and clamp or paper clip together. You will get all of your notes back when we begin review for the end of year test. If you are well organized, you have the option of keeping your notes in a safe place at home. In this way, your three-ring binder will not get too full and you will have the needed notes for the topic we are currently investigating.
THE CATALYST
Often called a “bell ringer. On most days this will be the first order of business. It will be fairly short and must be done in the composition notebook. Be sure to put the DATE on top of the page (MONTH, DAY) If the catalyst involves a science topic or issue in the news, during the previous class period students will be alerted to investigate so they can write about it.
MISCELLANEOUS ITEMS
ACCOMMODATIONS
I will always do my very best to adhere to student accommodations as listed in an IEP or 504 Plan.
If a student who does not have such accommodations has extenuating circumstances, which may lead to late or incomplete assignment, I would call a meeting with that student and his/her parent to develop a reasonable plan for completing work.
SUPPLY WISH LIST
On my web page is a class supply list for students. I have also included a classroom supply "wish list" if you are able to make a donation. You or someone you know may have connections to a local university or college where larger lab items may be available due to being replaced.
VOLUNTEERS
I welcome parent volunteers during indoor or outdoor activities. If I am able to pinpoint a day ahead of time, I will send out an email and remind text ahead of time requesting volunteers. Please contact me if you would like to volunteer to let me know what days and times are best for you.
FIELD TRIP
We will do at least one field trip this year. It is likely we will visit a major rock quarry, learn about the aggregate business and collect mineral specimens from exposed veins.
DRAWING SUPPLIES
These items will come in handy for science. While I will have these materials, it is always nice to have your own. You may have a preference for the type of fine-tipped marker or pen you use. One idea that has worked well for students I've taught in the past: Put your materials in a pouch with a zipper or a small container. I can find a place to keep these in the classroom if you prefer not to carry it around with you. Include some regular pencils, ultra-fine tipped pens or markers of various colors (i.e. pilot or sharpie), colored pencils, eraser, sharpener, a small straight edge, a small template for sketching circles, etc.
SCIENCE NORTH CAROLINA STANDARD COURSE OF STUDY
MATTER: PROPERTIES AND CHANGE
8.P.1 Understand the properties of matter and changes that occur when matter interacts in an open and closed container.
8.P.1.1 Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements.
8.P.1.2 Explain how the physical properties of elements and their reactivity have been used to produce the current model of the Periodic Table of elements.
8.P.1.3 Compare physical changes such as size, shape and state to chemical changes that are the result of a chemical reaction to include changes in temperature, color, formation of a gas or precipitate.
8.P.1.4 Explain how the idea of atoms and a balanced chemical equation support the law of conservation of mass.
ENERGY: CONSERVATION AND TRANSFER
8.P.2 Explain the environmental implications associated with the various methods of obtaining, managing, and using energy resources.
8.P.2.1 Explain the environmental consequences of the various methods of obtaining, transforming and distributing energy.
8.P.2.2 Explain the implications of the depletion of renewable and nonrenewable energy resources and the importance of conservation.
EARTH SYSTEMS, STRUCTURES AND PROCESSES
8.E.1 Understand the hydrosphere and the impact of humans on local systems and the effects of the hydrosphere on humans.
8.E.1.1 Explain the structure of the hydrosphere including: • Water distribution on earth • Local river basins and water availability
8.E.1.2 Summarize evidence that Earth’s oceans are a reservoir of nutrients, minerals, dissolved gases, and life forms: • Estuaries • Marine ecosystems • Upwelling • Behavior of gases in the marine environment • Value and sustainability of marine resources • Deep ocean technology and understandings gained
8.E.1.3 Predict the safety and potability of water supplies in North Carolina based on physical and biological factors, including: • Temperature • Dissolved oxygen • pH • Nitrates and phosphates • Turbidity • Bio-indicators
8.E.1.4 Conclude that the good health of humans requires: • Monitoring of the hydrosphere • Water quality standards • Methods of water treatment • Maintaining safe water quality • Stewardship
EARTH HISTORY
8.E.2 Understand the history of Earth and its life forms based on evidence of change recorded in fossil records and landforms.
8.E.2.1 Infer the age of Earth and relative age of rocks and fossils from index fossils and ordering of rock layers (relative dating and radioactive dating).
8.E.2.2 Explain the use of fossils, ice cores, composition of sedimentary rocks, faults, and igneous rock formations found in rock layers as evidence of the history of the Earth and its changing life forms.
STRUCTURES AND FUNCTIONS OF LIVING ORGANISMS
8.L.1 Understand the hazards caused by agents of diseases that effect living organisms.
8.L.1.1 Summarize the basic characteristics of viruses, bacteria, fungi and parasites relating to the spread, treatment and prevention of disease.
8.L.1.2 Explain the difference between epidemic and pandemic as it relates to the spread, treatment and prevention of disease. 8.L.2 Understand how biotechnology is used to affect living organisms.
8.L.2.1 Summarize aspects of biotechnology including: • Specific genetic information available • Careers • Economic benefits to North Carolina • Ethical issues • Implications for agriculture
ECOSYSTEMS
8.L.3 Understand how organisms interact with and respond to the biotic and abiotic components of their environment.
8.L.3.1 Explain how factors such as food, water, shelter and space affect populations in an ecosystem. 8.L.3.2 Summarize the relationships among producers, consumers, and decomposers including the positive and negative consequences of such interactions including: • Coexistence and cooperation • Competition (predator/prey) • Parasitism • Mutualism
8.L.3.3 Explain how the flow of energy within food webs is interconnected with the cycling of matter (including water, nitrogen, carbon dioxide and oxygen).
EVOLUTION AND GENETICS
8.L.4 Understand the evolution of organisms and landforms based on evidence, theories and processes that impact the Earth over time.
8.L.4.1 Summarize the use of evidence drawn from geology, fossils, and comparative anatomy to form the basis for biological classification systems and the theory of evolution.
8.L.4.2 Explain the relationship between genetic variation and an organism’s ability to adapt to its environment.
MOLECULAR BIOLOGY
8.L.5 Understand the composition of various substances as it relates to their ability to serve as a source of energy and building materials for growth and repair of organisms.
8.L.5.1 Summarize how food provides the energy and the molecules required for building materials, growth and survival of all organisms (to include plants).
8.L.5.2 Explain the relationship among a healthy diet, exercise, and the general health of the body (emphasis on the relationship between respiration and digestion).
EXTENDED CONTENT STANDARDS
FORCES AND MOTION
EX.8.P.2 Understand that energy has the ability to cause motion or create change.
EX.8.P.2.1 Identify forms of energy, such as light, heat, electrical, and energy of motion.
EX.8.P.2.2 Describe the results of applying electrical energy (turn on lights, make motors run); heat energy (burn wood, change temperature); and energy of motion (go faster, change direction).
EX.8.P.2.3 Identify that a hot object will make a cold object warm when they touch.
MATTER, PROPERTIES AND CHANGE
EX.8.P.1 Understand the interactions of matter and energy and the changes that occur.
EX.8.P.1.1 Identify that a whole object weighs the same as all of its parts together.
EARTH SYSTEMS, STRUCTURES AND PROCESSES
EX.8.E.1 Understand the hydrosphere. EX.8.E.1.1 Identify water features on the earth’s surface (oceans, lakes, rivers, glaciers).
EX.8.E.1.2 Compare Earth’s saltwater and freshwater features (oceans, lakes, rivers).
EX.8.E.1.3 Understand that human health requires monitoring of the hydrosphere and stewardship (e.g. water conservation, pollution).
STRUCTURES AND FUNCTIONS OF LIVING ORGANISMS
EX.8.L.1 Understand that germs can cause disease.
EX.8.L.1.1 Recognize that germs can cause illness.
EX.8.L.1.2 Identify illnesses that may be caused by germs.
EX.8.L.1.3 Demonstrate hygienic practices that reduce the presence of germs.
EX.8.L.1.4 Describe minor treatments to prevent infection and the spread of disease (Band-Aid on cut; Cover mouth for sneeze or cough; Use and disposal of tissues).
ECOSYSTEMS
EX.8.L.2 Explain the interdependence of living organisms in the environment.
EX.8.L.2.1 Identify that in a simple food chain, energy transfers from the Sun to plants (producers), to animals (consumers), and to organisms that cause decay (decomposers).
EX.8.L.2.2 Understand the relationship between living things and their environment.