SS-4/7-4/11

Monday: Students will complete Lesson 4 in the Coach book.  We will discuss and check.  Students will then complete the TCAP review on page 152 in the COACH book and we will discuss and check.  When done, I will give each pair of students and s.p.i. we have not covered and they will compose a presentation for the class. Tuesday:  STudents will continue working on their presentations.  Wednesday: WE will begin our presentations on our s.p.i.’s.  Thursday: Students will take the COACH post-test 1.  We will check and discuss.  Any missed questions, students will have to find the correct answers and correct.Friday: Guidance.  When done we will take COACH post-test 2.

SCI-4/21-4/25

FAMILY LIFE WEEK!!!!Monday:We will discuss the endocrine system and its functions in girls and boys. Students will play jeoardy on the parts of the endocrine system. Students will draw and label the endocrine glands. (6.4.2)Tuesday: We will discuss how traits are passed from one generation to the other. Students will demonstrate how half the traits come from one parent and half come from the other. Students will make a graph on classroom traits. (6.4.2)Wednesday:Students will learn how the father’s sperm cell and the mother’s ovum provide half the chromosomes to carry out a trait. Students will discuss sex-linked traits. Students will complete an activity to show how bean seeds inherit colorl. (6.4.2, 6.4.3)Thursday:Students will discuss how AIDS and HIV are spread and how to prevent the spread. Students will make a pledge to NEVER do things if they want to prevent the spread of AIDS. Students will take the Family Life Test. (6.4.0) 

SCI-4/14-4/18

TCAP WEEK!!!!  Make sure your child is going to bed early and eating a well-balanced breakfast.We will be on an abbreviated schedule all week due to testing.  When we have science, we will be completing a lab called “Metric Olympics.”  When we finish, we will begin chapter 17 on the Electromagnectic Spectrum and interactions of light. 

SCI-4/7-4/11

Monday: STudents will demonstrate eclipses, tide, seasons, moon phases, rotation, revolution, and orbit.  When done we will watch Brainpops on refraction, light, rainbow, heat, and forms of energy.HW: get ThinkLink results signed by Wednesday.  Study for test tomorrow.  Bring in extra credit items!  Tuesday: STudents will take a test over positions of the sun, earth, and moon, and light interactions.  When done, we will split up into pairs and be assigned an s.p.i. to present.HW: Get thinklink results signed by tomorrow.  Bring in extra credit. Wednesday: Students will work on their presentations of their assigned s.p.i.  We will also watch Brainpop videos on vision problems, eyes, telescopes, and cameras.  HW: Bring in extra credit. Thursday: Students will present their s.p.i.  Friday: Students will complete a lab on convex and concave mirrors/lenses in the book 

SCI-3/31-4/4

Monday: Students will finish their drawing of the seasons.  When done we will discuss the different tides and the force responsible.  We will also review the position of the sun, Earth, and moon at each eclipse, moon phase, rotation, revolution, orbit, and season.Tuesday: Students will have a quiz over the position of the Earth, sun, and moon.  When done we will discuss how mirrors and lenses work by using pages 520-527.  Students will get to experiment with concave and convex lenses and mirrors.Wednesday: We will review mirrors and lenses and discuss how our eye works on pages 527-529.  we will complete the lab on page 536.Thursday: Students will have a test over heat, light, lenses, mirrors, and the position of the sun, earth, and moon.  After the test, we will begin our s.p.i. review.  Each student will get an s.p.i. covered this year to review and reteach to the class.  Students should be as creative as possible in their presentation.  They can do a demonstration, a skit, a song/rap/poem, write a story, make a comic, illustrate the concept, etc.  This will count as a lab grade.  The presentations will begin tomorrow.Friday: S.p.i. review presentations!!! 

SCI-3/24-3/28

Monday: Bellringer: Students will complete some practice questions on Adaptation.  STudents will review parts of a wave and energy.  After the review, students will take a quiz over energy.  After quiz, students will review the ThinkLink Test 3 questions. 6.5.1, 6.5.2, 6.14.2, 6.14.4, 6.14.3Tuesday:  Bellringer:  Students will complete some practice questions on classification .  Students will discuss conductors vs. insulators and how heat is transferred from one object to another.  We will observe some demonstrations in the lab.  6.14.1, 6.5.3Wednesday: Bellringer: Students will complete some practice questions on organism interaction.  We will review how heat is transferred and discuss the interactions of light.  Students will demonstrate reflection with a mirror and flashlight, refraction with a prism and flashlight, and absorption with a flashlight.Thursday: Bellringer: Students will complete a practice COACH packet on Adaptations, pgs. 66-71.  We will review the interactions of light and take a quiz over heat and light interactions.  After quiz, students will begin a COACH post-test packet (1-32) for a grade. 6.5.1, 6.5.2, 6.14.1, 6.14.4Friday: Bellringer: Students will complete a practice COACH packet on Classification, pgs. 72-78.  Students will finish the COACH post-test.  When done, we will discuss the 4 seasons and the position of the EArth in each one.  sTudents will draw a diagram and include key points at each position to support why it is that season.  ALL s.p.i.’s.Tuesday:  

SS-3/31-4/4

Monday: Students will present their assigned time period timeline.  When done we will discuss different religions and their founders (Judaism, Christianity, Islam, Buddhism, Hinduism, Moses, Jesus, Mohammed)  Students will compare/contrast these religions.  6.1.3Tuesday: Review time periods and religions for a quiz.  After quiz, students will work on Atlas activities 19-21.Wednesday: Students will finish their Atlas activities and check them in class.  Students will use their textbook to find how key groups impacted world history (Muslims, Christians, Mongolians, Vikings, slave traders, explorers, merchants/traders, inventors ) 6.6.1Thursday: SpanishFriday: Students will continue with Wednesday’s textbook activity. 

SS-3/24-3/28

Monday: Students will split up into groups to research key artifacts and writing related to a specified civilization (Egyptian, Greek, Roman, Chines, Native American, Medieval, and Renaissance) 6.5.3, 6.5.4Tuesday: Students will continue to organize their information for their assigned civilization.  We will begin presenting today.Wednesday: We will present and discuss the differences.  Tomorrow will be a quiz over the content presented.Thursday: STudents will take a quiz over artifacts and writing for different civilizations.  When done, we will recognize major historical time periods in small groups. (Early, Classical Period, Dark AGes, Middle Ages, and Renaissance) 6.5.7Friday: Guidance and we will continue researching historical time periods. 

Ch. 12 Notes

CHAPTER 12 NOTES

 

Energy: the ability to do work.

Work: what you are doing.

 

You need energy to do work.  With no energy, work cannot be done.  Imagine when you are tired.  It is very difficult to do work whether it is physical or mental.  In order to gain some energy you need to eat something healthy or get some sleep.  It’s like recharging your own personal battery.

 

Potential energy vs. kinetic energy

 

Potential energy is energy stored based on the objects mass and/or position. 

Kinetic energy is energy of motion.

Mechanical energy is the total amount of energy of an object whether it is in motion or at rest.  Mechanical energy can be all potential, all kinetic, or some of both.

 

You can increase the potential of something by changing its position or adding mass.  This in turn will give the object more kinetic energy.

 

As an object moves its energy transfers from potential to kinetic.  The potential an object starts with will never be gained again unless you add another force to it.  For example on a rollercoaster.  In order to get the car to its greatest potential, a motor pulls the car to the top of the biggest hill.  The car will never reach the height of the first hill because its energy is being transferred to kinetic as it goes through the rest of its hills and loops.  You would need to push the car or have another motor pull the car back to more potential.  Some of the energy is transferred to heat due to friction, the opposing force of motion between two surfaces that are touching.  In this case it is the wheels and the track.  You can increase the potential of this rollercoaster by making the first hill higher or increase the mass of the car. 

 

Law of conservation of energy:  energy can be neither created nor destroyed.  It can only be transferred.  As it transfers, the total amount will always be the same as long as it is in a closed system (well-defined group of objects that transfers energy between one another).

 

All energy involves either motion or position.  They types of energy are:

  1. Thermal: the total energy of the particles that make up an object.  The energy will be more if the temperature is higher because the particles that make up the object will be moving faster.  The heat given off from the movement of particles is what will be transferred to other objects.  (See the Laws of Thermodynamics below for more information on heat transfer)
  2. Chemical: energy of a compound that changes as its atoms are rearranged to form new compounds.  This is a form of potential energy.  If you have more atoms bonded together, the amount of chemical energy will be more.  Examples: food, batteries, plants undergoing photosynthesis.
  3. Electrical: energy of moving electrons. 
  4. Sound: an object’s vibrations cause air particles to vibrate .
  5. Light: vibrations of electrically charge particles.  Air particles do not vibrate with light energy.  Light energy can travel through a vacuum.
  6. Nuclear: energy associated with changes in the nucleus of an atom.  This can occur during fusion (two nuclei fuse or join together) or during fission (one nucleus splits apart).  Examples: The sun uses nuclear fusion in the core to give off its energy and nuclear power plants use nuclear fission with uranium to create large amounts of energy.

 

Energy transfers from one form to the other.  When there is a transfer, the amount of energy should remain the same or close to the same.  Whenever there is energy, some is always transferred to heat which is never gained back.

 

Laws of Thermodynamics (flow of heat)

 

Zeroth Law: If two things have the same temperature (thermal equilibrium), no heat will flow between them.

 

First Law: Energy is always conserved (always adds up) throughout the universe. 

 

Second Law: Whenever we use energy, some of it becomes heat.

This law has taken away the dreams of many who believed that there could be a perpetual motion machine.  This is a machine that would put out exactly as much energy as it takes in.  So it would always move.  But, because some is transferred to thermal energy it will always need more.  Bummer!

 

Third Law: At absolute zero, all motion stops, but we can never quite get there.  (look on page 392 in your book)

 

Energy conversions are a change from one form of energy to another. 

 

Think about the pendulum we hung from the ceiling.  If I raised the ball higher, I gave it more potential.  As I released the ball, the pendulum swung away from me changed into kinetic energy.  When it reached its highest peak again it went back to potential.  This continued until the transfer slowed down the pendulum because some of the energy transferred heat to the air particles around it and to the string holding the ball.

 

Green plants use chlorophyll and light energy from the sun to produce the chemical energy in the food you eat.  This energy is then transferred into kinetic energy when we do work and also thermal energy in order to maintain our body temperature.

 

An alarm clock uses electrical energy to change into light and sound energy. 

A battery uses chemical energy to change into electrical energy.

A light bulb uses electrical energy to change into light and thermal energy.

A blender uses electrical energy to change into kinetic energy and sound energy.

ENERGY RESOURCES:

-       a natural resource that can be converted by humans into other forms of energy in order to do useful work.

We are constantly trying to find other sources in order to replace those we run out of.

Nonerenewable resources cannot be replaced after they are used or can be replaces only over thousands or millions of years. 

Example: Fossil fuels, energy resources that formed from the buried remains of plants an animals that lived millions of years ago.  These are coal, petroleum, and natural gas. 

Most of our coal use is for electrical power.  Petroleum is mostly used for gasoline, kerosene, and wax.  Natural gas is used in our homes for the stove and heating systems.

 

Nuclear energy is considered a use of nonrenewable resources because our supply of uranium is limited. 

 

Renewable resources can be used and replaced in nature over a relatively short period of time.  We use solar energy for power, energy from water, energy from wind, energy from within the Earth’s crust, and from plants or other organic matter called biomass. 

 

All types of resources have their good and bad.  Look on page 351 for more information.

 

 

SS-3/10-3/14

Monday: STudents will check the Atlas activity on Ancient Greece from Friday.  Students will then read and discuss section 1 of chapter 7.Tuesday: Students will make a chart comparing and contrasting the Minoans and Myceneans.  We will read lesson 2 of chapter 7.  Students will then get into small groups to reinact the rise of Greece.Wednesday: STudents will perform their skits.  WE will discuss the key points.  When done, students will complete 2 handouts over lesson 1 and 2.Thursday: Spanish!Friday: Students will paint/draw a mural of the Golden Age of Athens.   

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