Welcome to Earth Science

Instructor: P. Scurry

2009-2010

LESSON PLANS FOR November 16-20

Room 411 ~ Team 7

Contact Information:

Email: Pscurry@fsd1.org

Denise Long (8^th Grade Guidance) 673-1199

School Phone: 843-673-1199

Parents/Guardians,

Please check your student’s agenda daily. All grades for my class should be recorded there. This is the responsibility of the student NOT the teacher. I also write notes in the agenda to be signed and returned to me. Please feel free to write notes to me in the agenda.

TEXTBOOK ONLINE: Glencoe.com

Type in exactly as you see this. This is case sensitive.

User Name: SCSG807

Password: c4GepE9H

SNEED TECH TEAM WEB SITE

Parents: Please register for access to POWER SCHOOL . You can keep track of your child’s progress everyday. Grades are posted as soon as the assessments are graded. I am no longer asking students to write grades in their agenda. You should be looking at POWER SCHOOL with your child.

Monday: Light

Tuesday: Light

Wednesday: Quiz Sections 3 & 4, Chapter 18

Thursday: Light

Friday: Chapter 18 TEST

Tuesday November 24: District Unit Test

First, second, Third and sixth periods have tissue. Fourth period does not. IF YOUR CHILD HAS A COLD, PLEASE SEND THEM TO SCHOOL WITH TISSUE. WE NEED HAND SANITIZER. WE HAVE STUDENTS WHO ARE COUGHING< SNEEZING< ETC> I have the same students who need throat lozenges every day. I will soon run out. If they are not replaced we will not have them. Please send your child to school with items they need.

Wish List for our Classroom:

Kleenex (Lots and Lots!!) Copy paper Three hole punchers

Band-Aids Hand soap refills Staplers

Hand sanitizer refills Throat Lozenges

Teacher’s Name: SCURRY Grade Level 8 Science Lesson Plans District-wide Lessons for the Week: 11/16-20Lessons 10, 11

Date	Objectives/STANDARDS/ INDICATORS	Activity	Assessment	Materials
11/16	Standard: 8-6The student will demonstrate an understanding of the properties and behaviors of waves. 8-6.1 Recall that waves transmit energy but not matter. 8-6.2 Distinguish between mechanical and electromagnetic waves. 8-6.3. Summarize factors that influence the basic properties of waves (including frequency, amplitude, wavelength, and speed). 8-6.4 Summarize the behaviors of waves (including refraction, reflection, transmission, and absorption). 8-6.6 Explain sight in terms of the relationship between the eye and the light waves emitted or reflected by an object. 8-6.7 Explain how the absorption and reflection of light waves by various materials result in the human perception of color. 8-6.8 Compare the wavelength and energy of waves in various parts of the electromagnetic spectrum (visible light, infrared, and ultraviolet radiation)	RS/WS: Construct model of concave, convex lenses, model of refraction TSW: Determine why light rays refract. Explain how convex and concave lenses form images. Explain how microscopes magnify objects. Explain how telescopes make distant objects visible. Describe how a camera works. Lab: Page 550	Oral Questions, Teacher led discussions, exit slips, informal assessments Study for chapter 18 test.	Textbook, science notebook, SMART Board, projector, lab materials
11/17	Standard: 8-6The student will demonstrate an understanding of the properties and behaviors of waves. (Physical Science 8-6.8 Compare the wavelength and energy of waves in various parts of the electromagnetic spectrum (visible light, infrared, and ultraviolet radiation). 8-6.6 Explain sight in terms of the relationship between the eye and the light waves emitted or reflected by an object. 8-6.7 Explain how the absorption and reflection of light waves by various materials result in the human perception of color. 8-6.8 Compare the wavelength and energy of waves in various parts of the electromagnetic spectrum (visible light, infrared, and ultraviolet radiation).	RS/WS: If light traveled at the same speed in water and air, would we have rainbows? Think about refraction. SB: Light Review Students will review for a chapter test on Light. Chapter 18. The major emphasis will be on sections one and two.	Oral Questions, Teacher led discussions, exit slips, informal assessments Study for chapter 18 test.	Textbook, science notebook, SMART Board, projector, lab materials
11/18	Standard: 8-6The student will demonstrate an understanding of the properties and behaviors of waves. 8-6.1 Recall that waves transmit energy but not matter. 8-6.2 Distinguish between mechanical and electromagnetic waves. 8-6.3. Summarize factors that influence the basic properties of waves (including frequency, amplitude, wavelength, and speed). 8-6.4 Summarize the behaviors of waves (including refraction, reflection, transmission, and absorption). 8-6.6 Explain sight in terms of the relationship between the eye and the light waves emitted or reflected by an object. 8-6.7 Explain how the absorption and reflection of light waves by various materials result in the human perception of color. 8-6.8 Compare the wavelength and energy of waves in various parts of the electromagnetic spectrum (visible light, infrared, and ultraviolet radiation)	RS/WS: Read the article on page 556. Write a 6 sentence (minimum) paragraph of what the article was about. Students will take a chapter test. Students will receive a study guide on the indicators for this unit of study.	Oral Questions, Teacher led discussions, exit slips, informal assessments Study for District Unit Test	Textbook, science notebook, SMART Board, projector, lab materials
11/19	Standard: 8-6The student will demonstrate an understanding of the properties and behaviors of waves. 8-6.1 Recall that waves transmit energy but not matter. 8-6.2 Distinguish between mechanical and electromagnetic waves. 8-6.3. Summarize factors that influence the basic properties of waves (including frequency, amplitude, wavelength, and speed). 8-6.4 Summarize the behaviors of waves (including refraction, reflection, transmission, and absorption). 8.6.5 Explain hearing in terms of the relationship between sound waves and the ear. 8-6.6 Explain sight in terms of the relationship between the eye and the light waves emitted or reflected by an object. 8-6.7 Explain how the absorption and reflection of light waves by various materials result in the human perception of color. 8-6.8 Compare the wavelength and energy of waves in various parts of the electromagnetic spectrum (visible light, infrared, and ultraviolet radiation).	RS/WS: Complete the concept map on page 557. SB: Waves Review Review for District Unit Test on Waves and Light.	Oral Questions, Teacher led discussions, exit slips, informal assessments Study for District Unit Test	Textbook, science notebook, SMART Board, projector, lab materials
11/20	Standard: 8-6The student will demonstrate an understanding of the properties and behaviors of waves. 8-6.1 Recall that waves transmit energy but not matter. 8-6.2 Distinguish between mechanical and electromagnetic waves. 8-6.3. Summarize factors that influence the basic properties of waves (including frequency, amplitude, wavelength, and speed). 8-6.4 Summarize the behaviors of waves (including refraction, reflection, transmission, and absorption). 8.6.5 Explain hearing in terms of the relationship between sound waves and the ear. 8-6.6 Explain sight in terms of the relationship between the eye and the light waves emitted or reflected by an object. 8-6.7 Explain how the absorption and reflection of light waves by various materials result in the human perception of color. 8-6.8 Compare the wavelength and energy of waves in various parts of the electromagnetic spectrum (visible light, infrared, and ultraviolet radiation).	RS/WS: Name the types of waves. Give an example of each type. STUDENTS WILL TAKE DISTRICT UNIT TEST ON Waves and Light	Oral Questions, Teacher led discussions, exit slips, informal assessments District Unit Test	Textbook, science notebook, SMART Board, projector, lab materials District Unit Test

******Closure- The content will be reviewed at the end of each class daily.*******Plans are subject to change.

TW-Teacher will SW-Student will SB-SMART Board (2 times per week) RS- Reading strategy (Daily) WS-Writing strategy (2 times per week)

8^th Grade Science 2009-2010

Pam Scurry, Room 411 ~ Team 7

Student Expectations:

Ø Never interfere with another student’s opportunity to learn.

Ø Bring all required materials to class daily.

Ø Raise your hand to be recognized before speaking and listen as others speak.

Ø Show respect to others by word and by deed.

Ø Remain seated until given permission to leave your desk (pencil sharpener, restroom.)

Ø Food, drink, gum and candy are not to be consumed during class.

Ø Clean up around your desk, use equipment with care and do not vandalize school property.

Ø Follow all discipline code rules as stated in the student handbook.

Ø Once a student enters the classroom they are to go directly to their ASSIGNED seat. Students may NOT leave the room without a signed pass.

Failure to follow these procedures will result in:

1^st Offense- Verbal warning or Proximity warning

2^nd Offense- Student Conference

3^rd Offense- Parent Contact (note in agenda, email, phone call, or letter)

4^th Offense- “Time- Out” room Or Lunch Detention

5^th Offense- Office Referral

*Severe disruptions will be sent to an administrator immediately

Listed below, please find a copy of the:

Sneed Middle School’s School-wide Behavior Management System

The SMS Behavior Management System is intended to recognize and reward students who abide by all school-wide rules; while providing consequences to discourage misbehavior and ensure a safe and nurturing school climate.

Here at Sneed we want our students to adhere to Squires’ Standards:

v Be polite and walk to the right.

v Follow directions the first time given.

v “Level” yourself:

Level one-inside voice

Level two-voice is too loud

Level three-voice is unacceptable

v Respect themselves, others, and property.

v Dress for success.

Rewards and Incentives

Students will receive rewards for good attendance, high academic achievement, and respectable behavior. The following rewards/incentives will be given:

Squire badges-honor roll, perfect attendance, good citizenship, etc…

Good news phone calls/notes

Admittance to special programs-pep rallies, called assemblies, etc…

Squire bucks (earned from faculty and staff for just being “good’-used to purchase rewards during specified times)

Consequences for Misbehavior

The following consequences are to be taken before a student is referred to the office.

• Verbal Warning
• Student conference (privately)
• Parent Contact (phone call and/or conference)
• Time-out (send student to ISS monitor-call parents at work/home to explain why they are in time –out)/conflict resolution checklist
• Office Referral

· Any child behaving in a manner that is extreme or out of control will be sent to the office immediately.

Classroom Policies:

Ø Please refer to your student agenda for the policies on work missed due to absence. Make up time for tests or other instruction must be scheduled in advance with the teacher. (Please make arrangements for your child to be picked up if he remains after school.)

Ø There is no extra credit. Timely and accurate completion of regular assignments eliminates the need for additional work.

Ø Students will have assigned seating and assigned lab groups. These are subject to change to ensure a better learning atmosphere for all students.

Ø Before a student can participate in lab work, he/she must:

1) Score a grade of “80” or better on the Safety Quiz.

2) Have the Lab Safety Contract signed by the student and the parent/guardian on file with the teacher.

3) Be dressed appropriately for lab work. (No shorts, sandals, skirts, etc. and wearing goggles and closed toe shoes.)

4) Follow all safety procedures as outlined by the

Lab Safety Contract and as given by the teacher.

Grading Policy:

• The student handbook outlines the district policies for grading.
• For this class, all class work, lab work, and quizzes will count once. Tests and projects will count twice. Exams have a weight of 20% of quarter or semester grades.
• Projects are assigned with at least two weeks notice and are due on the due date.

Daily Materials:

• Binder section (reserved ONLY for science)
• Science workbooks (Science textbook should be kept at home)
• Loose leaf – wide ruled paper
• Blue or black pens, or pencils
• ID
• Agenda

Wish List for our Classroom:

Kleenex (Lots and Lots!!) Copy paper Three hole punchers

Band-Aids Hand soap refill Staplers

Hand sanitizer refill

Contact Information:

Email: Pscurry@fsd1.org

School Phone: 843-673-1199 (Denise Long, 8^th Grade Guidance)

Parents/Guardians,

Please check your student’s agenda daily. All grades for my class should be recorded there. I also write notes in the agenda to be signed and returned to me. Please feel free to write notes to me in the agenda.

~~~~~~~Together we can help ensure that your student has a successful year. ~~~~~~~

Please sign below (and return this page) to indicate that that you understand the rules, procedures, expectations and consequences for Mrs. Scurry’s class. These have been presented to you in the attached sheet. Your student should keep this paper in the front of his/her notebook.

_________________________________________ ____________

Student signature date

_________________________________________ ____________

Parent / guardian signature date

*********************************************************************

Parents/Guardians, please answer the following questions.

1. Are there any health issues that might affect your student in class?

2. Tell me the most important thing I should know about your student.

3. Please provide any contact phone numbers, email addresses etc. you would like for me to use.

~~~~~~~Together we can help ensure that your student has a successful year. ~~~~~~~