This morning, we finished the erosion and deposition video. Then, we started the wave erosion inquiry activity on pages 40 and 41. We will finish the questions on Tuesday. 

This morning, we reviewed the previous lesson with some questions. Then, we completed and discussed the lesson 2 probe. We watched the phenomenon video and wrote our questions. We ended the class with a video about erosion and deposition.

 

 

This morning, we completed the lesson review on pages 34 and 35 together. Then, we revisited the probe and the phenomenon questions. We ended the period with an extra credit pop quiz where students had the opportunity to earn extra points on their test. 

This morning, the students had extra time to complete their conservation poster that was assigned last week.

 

Then, we read an online book together about water and answered comprehension questions. 

 

*There will be a test on Tuesday, March 3rd. 

This morning, we tried to do the acid rain inquiry activity. Because the chalk was not white, the experiment did not go as planned. We are going to try again tomorrow. We read about how acid rain can affect ecosystems on page 29 and then looked at a progressive diagram that showed its effects. Students worked on a motivational/educational poster that encourages the public to protect the environment and how they can do it. 

This morning, I checked the homework questions from yesterday's class/last night. Then, we read pages 26 and 27 about water and how we can conserve it. Then, we write different ways to conserve it. Finally, we watched a video and answered questions about it together. 

This morning, we completed the lesson 1 review together. Then, we moved on to lesson 2 by completing the probe and phenomenon. We discussed students' thoughts on the probe. Then, students independently read pages 26 and 27 about how humans affect resources and answered the following comprehension questions in complete sentences in the notebook. This is due tomorrow for points! 

 

1. How do people negatively affect the environment?

2. What is algal bloom?

3.What is the Safe Drinking Water Act?

4. What does conservation mean?

5. What are three ways we can conserve natural resources?

While students worked, I met with each one individually to go over his or her quiz. 

Students completed their quiz in the class period. 

This morning, we reviewed for tomorrow's quiz at the beginning of class. Then, we read about a sustainability specialist on page 16 of our book and answered questions. We revisited the probe on page 5 to evaluate our initial thinking and answered the phenomenon questions on page 7. 

This morning, we reviewed freshwater and saltwater. We read pages 12 and 13 about where we can find freshwater. We also watched a simulation of the water cycle and how water moves through the earth. We watched a video on groundwater and then completed the water cycle drawing  in the notebook. 

The class science fair will be held April 13-17. I will be grading the experiment binder (50 points) and the oral presentation (50 points). Students should be able to talk about their experiment in front of the class without reading straight from the binder; however, they do not have to memorize every single part.

 

Focus on the following questions to guide the oral presentation:

What is your experiment about?

What were you testing? 

What did you think would happen?

How did you do it? 

What actually happened? Did it match what you thought?

What did you learn? 

Would you change anything if you did it again? Why or why not?

Did you have fun?

 

*Visual representations are NOT required, but can be used if desired. 

This morning, we began the first lesson in the Unit 3 book. Students completed the lesson probe on page 5, and we discussed everyone's' thoughts. Then, we watched the phenomenon video and wrote our questions on page 7. 

 

Finally, we completed the data analysis on usable water on pages 8 and 9.