EIGHTH+GRADE+MAIN+PAGE+2017-2018


 * EIGHTH GR SCIENCE MAIN PAGE 2017-2018 **
 * CLASS CALENDAR **
 * EOG REVIEW RESOURCES **


 * OUR MISSION **
 * Education provides the hope that we have an educated citizenry that functions for the good of all - not just a few. It matters because learning and the art of learning are great pursuits. I intend to always strive to improve being an advocate for "knowledge for the sake of knowledge." **** The world owes you nothing; you owe yourselves everything! Value each day in the classroom - minds wide open!! **

Every student should take full responsibility for his/her learning. My strong advice is to use this web site to its fullest. The "Class Calendar" (link on top of the page) outlines what we did each day in class. I upload files and powerpoints and add web links used in class. In most cases, if you are absent, you can keep up with what we do in class. The other link on top of this page, "Assignments and Deadlines" is an ongoing list of everything assigned for earned points (a grade). The most recent assignment is on top. Nothing gets deleted. I will use the words "in progress" or "done" next to the assignment title. The date assigned as well as the due date will be added, as well. I will do my best to keep Power School updated. In the notes section for each assignment, I will type in the date on the class calendar when it was assigned. This will make it easier to find it. All of these resources I provide takes time and effort on my part. Through the years, many former students have given me overwhelming positive feedback on this system, which helps to clarify and save time. This system only works when students use it as it is intended. Please do not come into class and ask "what did I miss?" Look at the resources I describe in this section and then feel free to ask for clarification.
 * I WILL HELP YOU SUCCEED CONJOINED WITH YOUR VERY BEST EFFORT AND POSITIVE ATTITUDE **

- always give it your very best - a good attitude is a wonderful attribute - be open to learning new things and new ways of doing things - regularly ask questions for clarification on instructions or content. - consistently communicate, especially when things aren't going so well - do your part to help ensure our classroom has a great learning environment - treat each and every person in class with respect, whether you like him/her or not; my classroom will always remain a no-bullying zone.
 * CHECKPOINTS FOR SUCCESS **

- Keep smart phones and electronics out of sight and mind unless instructed to use as a "tool" for an activity. Games and social media are NOT ALLOWED during class, however, a class may earn time near the end of class to engage in these pastimes as a way to unwind. This is a privilege and only I will make the decision about "free time" near the end of class.

** CLASSROOM NORMS: **
- During instruction time, be active listeners. During question or discussion time, respect others who have requested to speak. Off task interruptions and disruptions will not be tolerated.

- Treat each and every person in the classroom with respect. Bullying will not be tolerated and will be addressed with a meeting followed by consequences if it persists.

- During group activity or "think tank" time, be an active participant and a productive group member. Tasks will be equally shared. Everyone contributes.

- Be mindful of taking care of our classroom and personal learning materials. Organizational skills are a great attribute in a successful life.

- Keep smart phones and electronics out of sight and mind unless instructed to use as a "tool" for an activity.


 * THE 16 HABITS OF MIND **

The Habits of Mind are an identified set of 16 problem solving, life-related skills, necessary to effectively operate in society and promote strategic reasoning, insightfulness, perseverance, creativity, and craftsmanship. The understanding and application of these 16 Habits of Mind serve to provide the individual with skills to work through real life situations that equip that person to respond using awareness (cues), thought, and intentional strategy in order to gain a positive outcome.


 * Here is a link to a Habits of Mind pdf: [] **

When a student is disruptive, not working up to his or her potential or is unable to focus on the task at hand, in most cases, he/she will be given a reflection form to complete that focuses on the Habits of Mind. I will put completed reflection forms in student folders and have them ready for a parent-teacher-student meeting. Students will work on these forms away from their classmates during class as well as during bridge period.

I've set up Google mail contact groups for each class - one for students and another for parents. I'll send a regular email classroom update. The email address I am using for parents is the one listed in PowerSchool. If the email has been changed or another one is preferred, please let me know. Please only reply to me. Parents: if you send an email to me regarding your student, please use his/her name in the heading.
 * COMMUNICATION **

Students will set up an account and invite parents. Many throughout the year will be done electronically using this assignment will be electronic and uploaded to Google Classroom. You will be sent an email invite.
 * GOOGLE CLASSROOM **

Please check your student's assignments and grades regularly. If you or your student are not able to sign in, please let us know.
 * POWER SCHOOL **

There will be a quiz EVERY OTHER WEEK on Friday. If the class is not held on a Friday for some reason, the weekly quiz will be moved to Monday. Each quiz will come directly from questions written on the side board (3-4 per day) Students should WRITE these questions down in their notebooks. Each quiz will contain a combination of multiple choice, true-false and short answer. Retakes may be taken by appointment during bridge or after school only. Your original score will be averaged with the retake score for your final grade. Please make up a quiz within ONE WEEK of the date administered. There will be ONE TEST at the END of each GRADING PERIOD. Students will receive a study guide, in advance. If missed, tests must be made up before grades are due. If that is not the case, an incomplete will be given, which will be changed to a grade once the test has been taken and graded. Each assignment: lab, activity, quiz, test, etc. will be assigned total possible points as per the teacher's judgment. Students earn points out of the total. On occasion, students may earn a point or more beyond the total possible points. Categories will not be weighted. Every other Friday when a quiz is NOT given, we will have a seminar. Seminars can take place outside if the weather cooperates (picnic table by the river, grassy area next to canoe rental, etc) or indoors. My classroom is not the best place as students need to form a circle. You will always know how to prepare for a seminar. It may be based on a reading or video we watched, or it could be a way to review an assignment. Seminars require participation - this includes speaking up on topic, and listening to others' responses. I will go over the ground rules before each seminar. The reality: Not everyone equally as vocal. Students who know ahead of time that he/she will not contribute much should bring a clipboard and paper. Taking good notes and submitting them will earn a grade for the seminar.
 * ACADEMICS - TESTS, QUIZZES, AND SEMINARS **
 * QUIZZES **
 * TESTS **
 * EVALUATION AND GRADING **
 * SEMINARS **


 * MATERIALS NEEDED FOR CLASS **
 * As you enter the classroom space, check the board: What do I need for class today? Gather those materials and take your seat. **

I will often have printed notes and diagrams. If you prefer, you may use a separate small (1") binder just for this class - or keep your notes in a larger three-ring binder used for all classes. Go with what works best for you.
 * 1. THREE-RING BINDER **

**2. COMPOSITION NOTEBOOK OR SPIRAL NOTEBOOK** PLEASE PUT YOUR NAME IN DARK PERMANENT MARKER ON THE COVER AND ON THE INSIDE. This is a small, thin notebook in which pages are NOT torn out. These will be collected twice during the quarter and graded. PROCEDURE FOR MAINTAINING NOTEBOOK - The first several pages are for your table of contents. Write the name of the assignment or activity and the number of the page. - Number your pages. You can write on pages back-to-back or just one side - up to you. - Top of page: the title of assignment and the date. Write the number of the page on the bottom right. - Grade based on having an accurate T.O.C. with the pages in the notebook corresponding to it. Each assignment should be accounted for. A notebook will be kept by me with each assignment so you can check.

Drawing supplies will come in handy for science. While I will have these materials, it is always nice to have your own. You may have a preference for the type of very fine-tipped permanent marker or pen you use (i.e. Sharpie, Pilot, etc). One idea that has worked well for students I've taught in the past: Put your materials in a pouch with a zipper or a small container. I can find a place to keep these in the classroom if you prefer not to carry it around with you. Include some regular pencils, ultra-fine tipped pens or markers of various colors, some colored pencils, eraser, sharpener, a small straight-edge, a small template for outlining shapes.
 * 3. DRAWING SUPPLIES **

Students should have “water shoes” for occasional river visits (can be an old pair of sneakers or actual water shoes, it’s up to you) Going into the river or tributary without footwear is not allowed.
 * 4. WATER SHOES **

Let's try to keep Hawbridge as plastic-free as possible. Fill your own water bottle in the Commons.
 * 5. REUSABLE WATER BOTTLE (WITH YOUR NAME ON IT) **

You will be occasionally using your smart phone for looking up information during class activities or taking photos or videos. Do NOT, I repeat, DO NOT use your phone for social media, texting, etc. Do NOT, I repeat, DO NOT use your phone for games of any kind. Your phone will be taken away from you. 1st offense: You will get your phone back at the end of class 2nd offense: You will get your phone back after school 3rd offense: You will not get your phone back until
 * PROCEDURES **
 * 1. Use of electronics **

A hall pass is not needed for a trip to the bathroom. Please ONLY USE the bathroom in the hallway closest to the classroom.
 * 2. Leaving class for restroom **

The student must obtain permission to leave during class. Once permission has been granted student will: Get a hall pass, fill it out neatly and accurately Get my signature Leave the room quietly and walk quietly through the hallways (do not disturb other classes) and head straight to the desired location. If going to the main office or another teacher's room, please get the signature of that teacher. Hand me the hall pass when you return
 * 3. Leaving class for another purpose **

Enter class quietly and without fanfare. Check board on the way in (what do I need for class today?) Sign the Tardy Log neatly and accurately
 * 4. Tardy For Class **

Please email me on the day you are absent with your understanding of what you are missing (see web site) and any questions you might have. When sending an email to me, use the heading: ABSENT (followed by) YOUR NAME Do not ask me “What did I miss?" It is your responsibility to look at the class calendar. Please DO ASK ahead of time if you need clarification. Consider contacting a classmate who will likely provide clear and accurate information to you.
 * 5. Absent **

Always double check answers If finished, follow procedure for turning in assignment or assessment You may do the following: - Complete other homework - Study - Read - Organize your notebook
 * 6. Finished Early **

- Disturb others - Give others answers (if given permission you may help guide them) - Use Electronics- including cell phones
 * __ You may not: __ **

On occasion, I will reserve the science lab room when needed. Please adhere to the following expectations
 * 7. Lab Procedures **
 * •NO Horseplay
 * •DO NOT TOUCH ANY MATERIALS IN THE BASKET OR ON TABLE
 * •ABSOLUTELY NO FOOD
 * •Follow all safety rules
 * •Work closely with your group
 * •Keep voice at a low level
 * •Work in a timely manner
 * •Report **__ALL__** accidents **__ASAP__**
 * •Follow **__ALL__** directions
 * •Make sure to return all materials to their proper location
 * •Be safe and use equipment properly


 * 8. Lab Roles **

The materials manager is responsible for obtaining all necessary materials and/or equipment for the lab.
 * || ** Materials Manager (MM) **

Roles and responsibilities: The technical manager is in charge of recording all data.
 * Picks up needed materials
 * Organizes materials and/or equipment in the work space
 * Facilitates the use of materials during the investigation
 * Assists with conducting lab procedures
 * Returns all materials at the end of the lab to the designated area ||
 * ** Technical Manager (TM) **
 * ** Technical Manager (TM) **

Roles and responsibilities: Responsible for the group
 * Records data in tables and/or graphs
 * Completes conclusions and final summaries
 * Assists with conducting the lab procedures
 * Assists with the cleanup || ** Project Director **

Roles and Responsibilities: The safety director is responsible for enforcing all safety rules and conducting the lab.
 * Read directions to group
 * Keeps group on task
 * Is the only group member allowed to talk to teacher
 * assists with conducting lab procedures
 * Shares summary of group work and results with class || ** Safety Director (SD) **

Roles and responsibilities:
 * Assists the PD with keeping the group on-task
 * Conducts lab procedures
 * Reports any accident to the teacher
 * Keeps track of time
 * Assists the MM as needed.

EARTH AND ENVIRONMENTAL SCIENCE
> > **8.E.1** — Understand the hydrosphere and the impact of humans on local systems and the effects of the hydrosphere on humans. > > **8.E.1.1** — Explain the structure of the hydrosphere including: Water distribution on earth; Local river basin and water availability. > > **8.E.1.2** — Summarize evidence that Earth’s oceans are a reservoir of nutrients, minerals, dissolved gases, and life forms: Estuaries; Marine ecosystems; Upwelling; Behavior of gases in the marine environment; Value and sustainability of marine resources; Deep ocean technology and understandings gained. > > > **8.E.1.3** — Predict the safety and potability of water supplies in North Carolina based on physical and biological factors, including: Temperature; Dissolved oxygen; pH; Nitrates and phosphates; Turbidity; Bio-indicators. > > > **8.E.1.4** — Conclude that the good health of humans requires: Monitoring of the hydrosphere; Water quality standards; Methods of water treatment; Maintaining safe water quality; Stewardship. > > > > > **8.E.2** — Understand the history of Earth and its life forms based on evidence of change recorded in fossil records and landforms. > > **8.E.2.1** — Infer the age of Earth and relative age of rocks and fossils from index fossils and ordering of rock layers (relative dating and radioactive dating). > > **8.E.2.2** — Explain the use of fossils, ice cores, composition of sedimentary rocks, faults, and igneous rock formations found in rock layers as evidence of the history of the Earth and its changing life forms.
 * 1) Earth Systems: Structures and Processes
 * Sittin' at the Bottom of the Bay
 * Oh Shuck!
 * 1) Earth History

LIFE SCIENCE
> > **8.L.1** — Understand the structure and hazards caused by agents of disease that effect living organisms. > > **8.L.1.1** — Summarize the basic characteristics of viruses, bacteria, fungi and parasites relating to the spread, treatment and prevention of disease. > > > **8.L.1.2** — Explain the difference between epidemic and pandemic as it relates to the spread, treatment and prevention of disease. > > > **8.L.2** — Understand how biotechnology is used to affect living organisms. > > > **8.L.2.1** — Summarize aspects of biotechnology including: Specific genetic information available; Careers; Economic benefits to North Carolina; Ethical issues; Implications for agriculture. > > > > > > **8.L.3** — Understand how organisms interact with and respond to the biotic and abiotic components of their environment. > > **8.L.3.1** — Explain how factors such as food, water, shelter, and space affect populations in an ecosystem. > > > **8.L.3.2** — Summarize the relationships among producers, consumers, and decomposers including the positive and negative consequences of such interactions including: coexistence and cooperation; competition (predator/prey); parasitism; mutualism. > > > > **8.L.3.3** — Explain how the flow of energy within food webs is interconnected with the cycling of matter (including water, nitrogen, carbon dioxide, and oxygen). > > > > > **8.L.4** — Understand the evolution of organisms and landforms based on evidence, theories and processes that impact the Earth over time. > > **8.L.4.1** — Summarize the use of evidence drawn from geology, fossils, and comparative anatomy to form the basis for biological classification systems and the theory of evolution. > > **8.L.4.2** — Explain the relationship between genetic variation and an organism’s ability to adapt to its environment. > > > > > **8.L.5** — Understand the composition of various substances as it relates to their ability to serve as a source of energy and building materials for growth and repair of organisms. > > **8.L.5.1** — Summarize how food provides the energy and the molecules required for building materials, growth and survival of all organisms (to include plants). > > **8.L.5.2** — Explain the relationship among a healthy diet, exercise, and the general health of the body (emphasis on the relationship between respiration and digestion).
 * 1) Structures and Functions of Living Organisms
 * It's the Pits
 * Virus Tracking
 * Turning Wastewater Into Energy
 * Pharma Quest
 * A Model Fish
 * Just a Spoonful of Soybeans
 * 1) Ecosystems
 * Carolina Bays
 * Acorns Count
 * Fish Tagging
 * Animals on the Grid
 * Acorns Count
 * Fish Tagging
 * 1) Evolution and Genetics
 * The Oak Stands Tall
 * 1) Molecular Biology

PHYSICAL SCIENCE
> > **8.P.1** — Understand the properties of matter and changes that occur when matter interacts in an open and closed container. > > **8.P.1.1** — Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements. > > **8.P.1.2** — Explain how the physical properties of elements and their reactivity have been used to produce the current model of the Periodic Table of elements. > > **8.P.1.3** — Compare physical changes such as size, shape and state to chemical changes that are the result of a chemical reaction to include changes in temperature, color, formation of a gas or precipitate. > > **8.P.1.4** — Explain how the idea of atoms and a balanced chemical equation support the law of conservation of mass. > > > > **8.P .2** — Explain the environmental implications associated with the various methods of obtaining, managing and using energy resources. > > **8.P.2.1** — Explain the environmental consequences of the various methods of obtaining, transforming, and distributing energy. > > **8.P.2.2** — Explain the implications of the depletion of renewable and nonrenewable energy resources and the importance of conservation.
 * 1) Forces and Motion
 * 1) Energy and Transfer