Monday 12/13
In Class:
* Complete Inquiry 11.1 - Designing A Model Of The Solar System, page 147-148.
* Complete the reflections for 11.1 , page 148.
* Review the Inquiry and collect. ALL STUDENTS ARE EXPECTED TO MAKE CORRECTIONS
BEFORE THE LAB IS COLLECTED.
Homework: Pre-read Inquiry 11.2, for tomorrow.
Tuesday 12/14
In Class:
* Discuss what the word "scale" means.
* Explain how to create a scale and begin Inquiry 11.2, page 148- 149 - Using A
Scale Factor. The Inquiry is to be completed in your notebook.
* Complete reflections, page 149 and review Inquiry 11.2.
Homework: None tonight.
Wednesday 12/15
In Class:
* Pre-read and begin, Inquiry 11.3 - Building A Scale Model Of The Solar System,
pages 150 - 151.
* Begin the Inquiry using student sheet #11.3a. Follow the directions for steps
1 - 5, on page 150.
* Have the teacher check you work and sign your notes.
Homework: None tonight!
Thursday 12/16
In Class:
* Complete Inquiry 11.3 and review with the class.
Homework: Finish today's inquiry.
Friday 12/17
MIND OLYMPICS! Are you ready for the challenge?
Big Changes - Forces ans Motion Unit
Science 7
Louise Maionchi
Forces and Motion
We are about to begin our new unit on forces and motion, also known as physical science. This unit will provide a variety of experiences through guided scientific investigation. As we begin all students will start with Lesson 1, of the text. Each student will proceed at his or her own pace. A required amount of work is to be completed by everyone. The weekly assignment sheets will reflect student expectations for that week. Students capable of successfully working at a faster pace will have access to materials needed to complete each successive lesson. From time to time I will pull the class together for a mini-lesson on the important topics covered by the text.
I believe that this method of learning maximizes differentiation within the classroom. It also enables me to guide students through the process of investigation, while each child learns at a comfortable rate. I have used this same style of teaching very successfully for many years in my home state of New York. The students were excited and had the opportunity to work with other children with similar skills in small groups. I will personally check with each child, on a daily basis to see what is accomplished. Look for my initials in your child’s notebook.
Students must complete the following rubric before approval to begin the next lesson:
Louise Maionchi
Forces and Motion
We are about to begin our new unit on forces and motion, also known as physical science. This unit will provide a variety of experiences through guided scientific investigation. As we begin all students will start with Lesson 1, of the text. Each student will proceed at his or her own pace. A required amount of work is to be completed by everyone. The weekly assignment sheets will reflect student expectations for that week. Students capable of successfully working at a faster pace will have access to materials needed to complete each successive lesson. From time to time I will pull the class together for a mini-lesson on the important topics covered by the text.
I believe that this method of learning maximizes differentiation within the classroom. It also enables me to guide students through the process of investigation, while each child learns at a comfortable rate. I have used this same style of teaching very successfully for many years in my home state of New York. The students were excited and had the opportunity to work with other children with similar skills in small groups. I will personally check with each child, on a daily basis to see what is accomplished. Look for my initials in your child’s notebook.
Students must complete the following rubric before approval to begin the next lesson:
Lesson Completion Grid
Number and Title of Lesson______________________________________________
Section 1 – Notebook
Date Completed Teacher’s Initials or Comments
| Dates included in Notes | | |
| Number and Title of the Inquiry included in Notebook | | |
| Notes and Calculations from the Lesson | | |
| Summary of the Inquiry | | |
| Answers to Questions imbedded in the Lesson | | |
| Summary of Readings Within the Lesson | | |
Section 2 – Student Generated Study Guide
Date Completed Teacher’s Initials or Comments
| Definitions of Key Terms | | |
| A List of Major Concepts how they are used in the Lesson. | | |
| Important Diagrams | | |
Section 3 - Completed and Corrected Inquiries
Title and Number of Inquiry Date Completed Teacher’s Initials or Comments
| | | |
| | | |
| | | |
| | | |
| | | |
Section 4 – Completed Test
Test Score Date Completed Teacher’s comment
| | | |
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