- work on interactive objective 1 – click here
- then work on practice questions
- then work on practice questions
- also, catch up on your study island assignments
kick off: answer the unit 10 question – "Why does an understanding of rocks matter to you and me?" 1.Game: In your group, on a scratch paper list as many reasons your group can come up with to answer the unit question. (note: similar answers cancel out between the groups) 3. view samples of 3 types of rocks – compare and contrast with your group HW: - read ch.6 (make sure to bring your book tomorrow to work on your worksheet) kick off: Why is it helpful to use the triangular formula on a physics problem? (click here to download all physics triangular formulas) 1. work on practice sheet Speed, Distance, and Time 2. hand out Ch. 6 worksheet and read ch. 6 – due Thursday! 3. Review – Note taking guide for Motion 4. Newton’s laws of motion notes using the Newton powerpoint 5. activity – match the laws
Feb
05
2010
8th FridayPosted by Mr. Eyler in 8th, tags: distance, newton's laws, speed, time, triangular formulakick off: grade tests and then work on the following questions:
1. using the triangle formula method, work on Speed Distance and Time practice sheet
kick off: Quiz – layers of the earth and plate tectonics Lesson objective: understanding of rocks and the rock cycle 1. view / discuss Rock Climbing ppt 2. brainpop – rocks 3. observe and identify 3 rock types: Igneous, Metamorphic, Sedimentary kick off:
1. answer questions 2. begin Motion, Force, and Simple Machines ppt / notes kick off: grade all previous work 1. Unit 8 Test kick off: grade ch.15-16 1. work on M. Up L. 24-25 (we will grade this tomorrow) Note: Unit 8 test tomorrow
Feb
03
2010
6th Wednesday – ThursdayPosted by Mr. Eyler in 6th, tags: m.up l 30-31, mt st helens videokick off: go over questions from Monday 1. Work on readings M. Up L. 30-31 (due Thursday – grade and go over) kick off:
Lesson Question: Answer the following question: How do airplanes fly?
1. Paper Airplane Lab
Objective: The learner will create and or modify a plane to have the longest duration and/or flight distance. Day 1 – design, build, test (in classroom) Day 2 – perform 3 flights to find average distance and duration (outside on calm day or in gym) Day 3 – finish up, then graph class data
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