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Lopez Lesson’s

Lopez Lesson’s. Attendance/HR Champs. Conversation=0 Help= none Movement=none Participation=Looks like student entering quietly, sitting in assigned seat. Please turn in your packets 100 percent receive doughnuts. Also please have emergency cards signed. Success= Check for success.

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Lopez Lesson’s

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  1. Lopez Lesson’s

  2. Attendance/HR Champs • Conversation=0 • Help= none • Movement=none • Participation=Looks like student entering quietly, sitting in assigned seat. Please turn in your packets 100 percent receive doughnuts. Also please have emergency cards signed. • Success= Check for success

  3. Testing • Conversation=0 • Help= none • Movement=none • Participation=fill out your scantrons,write 3 zero’s/name. Make sure you bubble completely. Place folders up covering your test. Keep eyes on your paper. Only answer 1-25 today. When finished raise your hand and I will collect your test. You may read a book or put your head down • Success= follow rules if not zero for class participation.

  4. Quick Glance For the day • Take roll • Write objectives on the board • Set up Binders • T/F Game (Sheet of paper) • What’s your top rule activity. (need markers and 1 copy paper sheet) • Video: Safety Rules • Scientific B-Ball Review (If Time permits)

  5. Procedures and Expectations • Today I will review rules, procedures and expectation about class policy. • So that I can (1) identify rules and expectation of class behavior. (2) Apply rules to situations that can arise during the school year and the approach to solve it. • I know I have when I completed my T/F task and can write one top rule for class.

  6. Set up Binder Champs • Conversation =0 only when teacher speaks • H= partner can help you. • A= Binder Set Up • M= none unless student needs a binder from the front or teacher can hand out. • P= Looks like student (1) placing blue tape on the spine of the binder to write their name. (2) insert your sheet protectors in your binder or teacher will provide some for student. (3) Teacher will handout assignment log and have students copy down information. (4) Teacher will provide bell work sheet and have students answer the bell work question. • S=Check for success

  7. T/F What can you do?(hidden talent) • Conversation=0 when one student is sharing. • Help= none • A= T/F • M= none • P= Looks like one student sharing either a true response or a false response. The class must write down if they believe it’s true or false on there paper immediately after they respond. Have students tally up their score and reward top students with an incentive. • S=Check for success

  8. Color Note C= 2 0=when presentation is ocuring • H= ask 3 before me • A= Color notes • M= none • P= Each student will pick a marker in which they will write their top rule for a classroom on a sheet of paper. When the group is done have the group stand up and each member will share. After sharing each student can sit back down. Teacher will debrief and add some take a ways from the rules shared. • S=Check for success.

  9. Exit Question for Review Game • C=1 (student shares) 0(when teacher asked question • H= if student the teacher picks can’t answer the student can select another student to answer. • A=Review • M= none, or student is going shoot the ball • P= Teacher will ask student’s question (whole class). (2) Wait for as many hands to go up. Select a student, if they are correct they may shoot a basket. Remember to keep score. If the student is wrong the teacher may shoot or have a student shoot for them. • S=Check for success

  10. Flammable materials, like alcohol, should never be dispensed or used near • A. an open door. • B. an open flame. • C. another student. • D. a sink.

  11. If a laboratory fire erupts, immediately • A. notify your instructor. • B. run for the fire extinguisher. • C. throw water on the fire. • D. open the windows.

  12. Approved eye protection devices (such as goggles) are worn in the laboratory • A. to avoid eye strain. • B. to improve your vision. • C. only if you don’t have corrective glasses. • D. any time chemicals, heat or glassware are used.

  13. If you wear contact lenses in the school laboratory, • A. take them out before starting the lab. • B. you do not have to wear protective goggles. • C. advise your science instructor that you wear contact lenses. • D. keep the information to yourself.

  14. If you do not understand a direction or part of a lab procedure, you should • A. figure it out as you do the lab. • B. try several methods until something works. • C. ask the instructor before proceeding. • D. skip it and go on to the next part.

  15. After completing an experiment, all chemical wastes should be • A. left at your lab station for the next class. • B. disposed of according to your instructor’s directions. • C. dumped in the sink. • D. taken home.

  16. If a lab experiment is not completed, you should • A. discuss the issue with your instructor. • B. sneak in after school and work alone. • C. come in during lunch and finish while eating lunch. • D. make up some results.

  17. You are heating a substance in a test tube. Always point the open end of the tube • A. toward yourself. • B. toward your lab partner. • C. toward another classmate. • D. away from all people.

  18. You are heating a piece of glass and now want to pick it up. You should • A. use a rag or paper towels. • B. pick up the end that looks cooler. • C. use tongs. • D. pour cold water on it.

  19. You have been injured in the laboratory (cut, burn, etc.). First you should • A. visit the school nurse after class. • B. see a doctor after school. • C. tell the science instructor at once. • D. apply first aid yourself.

  20. When gathering glassware and equipment for an experiment, you should • A. read all directions carefully to know what equipment is necessary. • B. examine all glassware to check for chips or cracks. • C. clean any glassware that appears dirty. • D. All of the above.

  21. You want to place a piece of glass tubing into a rubber stopper after the tubing has been fire polished and cooled. This is best done by • A. lubricating the tubing with water or glycerin. • B. using a towel or cotton gloves for protection. • C. twisting the tubing and stopper carefully. • D. all of the above.

  22. Personal eyeglasses provide as much protection as • A. a face shield. • B. safety glasses. • C. splash proof chemical goggles. • D. none of the above.

  23. Objectives Lab Safety • Today I will provide background knowledge about key idea on the science safety. • So that I can explain each rule in the lab and provide do’s and don’ts about lab safety. • I know I have it when I can (1) write details on the white board with my group. (2) Answer 3 questions using fingers up. (3)Pass my quiz on socrative.com with a 70 percent or higher.

  24. Bell Work C=0 M=none • 1. Unprotected exposure to the sun’s rays is a factor in the development of skin cancer. Which is an example of empirical evidence that supports this hypothesis? • A. a model of a skin cell showing where DNA is in the cell • B. data demonstrating a relationship between amount of sun exposure and incidences of skin cancer • C. a skin cancer survivor’s recollection that he had a bad sunburn as a child • D. an advertisement for a sun block product that claims it protects skin for ultraviolet rays

  25. 1.B

  26. Science Chat • C=2 0= When group shares • H= ask 3 before me • A= Science Chat • M= rotate when you hear the bell • P= Looks like students writing down key details about the top. When the bell sounds team will rotate to another table and continue the task. Once all groups have rotated each will place a check on the board if it matches with the description of the power point presentation (Safety Rules). Each correct statement can earn a jenga challenge. (Students will receive a jinga piece and the completion will start who can build the highest. • S=Check for success

  27. Fingers Up Review

  28. Bell work August 19th Bell Work C=0 M=none • 1. Which statement describes how a scientist makes scientific explanation? • A. A scientist suggest scientific explanation and makes up evidence to make them true • B. A scientist bases scientific explanations on personal experience and opinion. • C. A scientist bases scientific explanation on personal experience and opinion. • D. A scientist bases scientific explanation on a large body of observation of the world

  29. Objectives SC.8.N.6 • Today I will carry out and plan an investigation about the best type of soil that will allow a bean to grow. • So that I can (1) identify the factors and make observations that best determine the growth. • (2) Identify the independent variable in the experiment. • I know I have it when: (1) I have completed my Cornell notes, (2) Provided observation on my data table, (3) Can answer my exit questions with 100 percent.

  30. A Whole New World Take IIhttps://www.voki.com/site/pickup?scid=15477668&chsm=7ea8e283095989a847fd8238ab6368ec • C=0 While you watch the video • H= ask 3 before me • A= Observation and debrief • M= none • P= (1)Copy Cornell notes (2) listen carefully to the video as we investigate the goal of the mission and identify the type of seed chosen. List the factors of why this seed was selected for the mission. Develop a claim for the research. • S= Success will happen when you a copy the Cornell notes answer the questions.

  31. Name Date Period Page 4 I believe the best soil to grow the soybean is planet _______________ because (provide why?) The goal is to bring back soil samples from the each planet determine which will provide the best growth the soybean seed. Ease of growth Soil tolerance Nutritional value Food manufacturing Dietary health Animal feed Organic fertilizer Bio fuel

  32. Material Needed • Planet A red • Planet B green • Planet C Yellow • Planet D orange • Planet Earth (control) blue • Ph light meter sparks probe • Soybeans germinated • 9 oz plastic cups • Cm ruler • Masking tape or color dots • Paper towels • Plastic spoons

  33. Procedures for Lab • Conversation= 0 when teacher speaks level 2 with your group • Help= ask 3 before me • Activity= Lab • Movement= limited to member 2. Don’t communicate with other groups • Participation=Let’s read the class check-in Task in your packet. Select 1 students to read while class listens. (if more wish to read great) • Team member 2 will get cups and tape that are labeled A,B,C,D,E and planet Earth. Team member 2 will fill cups half way up just like the modeled sampled. Students will write observations about soil texture and moisture on chart. On a sheet of copy paper provided write down team members name and period and place back in the designated area that the teacher assigns. Place work in your binder inside your sheet protector. • S=Check for Success

  34. Exit Quiz on a sheet of small paper • C=0 • H=none • A=Exit Quiz • M= none • P= Looks like student labeling paper 1-5 and answering the question provided. If you talk it will be a zero. Raise your hand when your finish and I will collect it. • Success= Check for success

  35. 3 Questions Exit Quiz • 1. What was the independent variable in the investigation? • 2. What did the United Nation want us to analyze in the experiment? • 3. List 2 reasons the type of bean was selected. • Answer: • 1. soybean • 2. The best type of soil that will allow the bean to grow. • 3. Easy to grow and great nutritional value.

  36. SEL Monday August 19th • Focus Breathing: (1 minute) • • Sit up straight • • Feet firmly planted on the floor • • Hands relaxed on your legs • • Take one deep breath in • • One deep breath out • • Take another deep breath in • • And another deep breath out • • (Repeat as needed/desired)

  37. SEL Champs • C=0 when teacher speaks and provides instruction • H= none • A=One word story • M= Getting in a circle • P= Looks like students getting into a circle and waiting for the teacher to provide instruction. If teacher raises hand remain at a conversation zero. • S=Check for success

  38. Activity • Group Activity: (20 minutes) One Word Story • 1. Students form a circle. • 2. Leader/Teacher starts by saying how sometimes stories start with, “Once upon a time…” and that every story ends with “The end”. Explain that today’s group is going to tell a story, one word at a time. • 3. The story will always start with Once- Upon - A – Time, and end the story can only end by saying The – End. The teacher can provide the topic (Can be academic). • 4. The first 4 students start the story, the 5th student adds to the story by contributing one word. • 5. Each subsequent student adds a word to the story going around the circle. • 6. The story cannot end until someone says “The” and the next person says “End”!

  39. Debrief QuestionsTurn and Talk and answer the below questions. • What made the task difficult when story telling with one word? • What does it mean to put your foot in your mouth? •  Is it true, “sticks and stones will break your bones but words can never hurt you?” Explain why or why not? • Why is it so important to stay away from gossip?

  40. Self Awareness (Patrick Willis)https://www.youtube.com/watch?time_continue=4&v=N0vi2uPe_lY • C=0 during video • H=none • A= Video connection • M=none • P= Looks like students making observation about the video presented. When video is finished teacher will have Q&A with class as a whole. Students will raise hand in order to answer the question presented in the discussion slide. • S=Check for success.

  41. Q&A (Discussion) • As you watch the video describe your own emotions, thoughts, and values about your observations by sharing with your group. • Identify some emotions and challenges Patrick Willis must have been going through. •  What were several strengths that he must have had to overcome in order to become an NFL player. •  How can this inspire your mindset to grow and challenge you to have hope?

  42. Exit Breathing • Focus Breathing: (1 minute) • • Sit up straight • • Feet firmly planted on the floor • • Hands relaxed on your legs • • Take one deep breath in • • One deep breath out • • Take another deep breath in • • And another deep breath out • (Repeat as needed/desired)

  43. Bell work August 19th Bell Work C=0 M=none • Which of these scientist would most likely engage in fieldwork to observe organisms? • A. Chemist • B. Physicist • C. biologist • D. mathematician

  44. Objectives • Today I will look for key ideas regarding the scientific method. • So that I can (1) Identify the steps in an experiment, (2) Identify the variables in a scientific investigation. • I know I have when I have matched terms to the scientific method and can identify variables in experiment scenario. I can pass my exit quiz with 70 Percent.

  45. Exploring the Scientific Method (Text Mark and identify as T/F ) • C=0 When we read and text mark 2=as a group • H= ask 3 before me • A= Text marking and Exploring The Scientific Method Handout • M=none • P= Student will read and underline most important key ideas to the article as whole class. (1) Answer T and F as a group. Top 3 groups that answer correct receive a ticket.

  46. T/F • Forming a hypothesis is the first step in the scientific method. • Make observation • A scientific law is different then a scientific theory because it describes something in nature without attempting to explain. • T • In order for a hypothesis to be testable, scientist need to be able to carry out the investigations that will either support or disprove it. • T

  47. T/F Continue • The experiment group is the group that is left alone during the experiment. • F-control group • The manipulated variable is the same thing as the independent variable. • T

  48. Exploring the Scientific Method (Matching) • C=0 When teacher debriefs or student shares 2=as a group • H= ask 3 before me • A= Matching text information • M=none • P= Students will work with group to match terms to definitions. When group is done raise your hand and instructor will check if it’s correct. Once time is up class will review and make corrections if needed. • S=Check for success

  49. Matching • D=Scientific inquiry –the many ways scientist study the natural world • E=Hypothesis-A possible answer to a scientific question • G=Control Group-The group is left alone and not experimented on. • A=Experimental group-The group shows the effect of the variable tested • B=Independent variable-This is the one variable that is changed. • H=Dependent variable-this is the variable that gets measured • C-A well tested explanation for experimental result • F=Scientific law-This describes an observation pattern in nature.

  50. Exploring the Scientific Method (Identifying Variables) • C=0 When teacher debriefs or student shares 2=as a group • H= ask 3 before me • A= Identifying Variables • M=none • P= Students will read scenario and identify the variable. The class will practice 1 together and then individually attempt the other two. When finished collaborate with each other and check response. Once time is up class will review and make corrections if needed. • S=Check for success

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