Wednesday, January 29th

Students completed a season’s activity today - Reason for the Seasons.  This activity gave students an opportunity to model the Earth’s motion around the Sun.
Honor's Science – Students continued reviewing Mars pictures in the computer lab.


Monday, January 28th

We finished reviewing section 2-1 in the text and review of seasons text assignment.
Honor's Science – Students spent the class in the computer lab reviewing Mars photos.


Friday, January 25th

We read section 2-1 of the Space Sciences text.  While reading the section, I explained how to read a textbook.  I pointed out items for which they should look.  For example, the key vocabulary words are bold and highlighted in yellow.  I explained why the authors did this and how this should influence their reading.  We reviewed other parts of the text.
Honor's Science – The two groups met and discussed the pictures they reviewed and possible questions for research.  One group is concentrating on Martian volcanoes and the other group is looking at seasonal variations on Mars polar ice caps.


Thursday, January 24th

Today was the last day students worked on the seasons text assignment.
Honor's Science – Each group spent time in the computer lab studying satellite photos of Mars on research topic.


Wednesday, January 23rd

Students started working on a seasons text assignment they are to complete as they read the Space Sciences text. 
In the Honor’s Science class, the two groups met and worked on selecting a topic for their Mars research.  Having selected a topic, they will narrow this down to a question to research.


Tuesday, January 22nd

Having finished the phases of the Moon unit, we move on to the reason for the seasons unit.  Today students took the pre-test.
In the Honor’s Science class, we returned to working on the Mars Student Imaging Program (MSIP) project.  We reviewed Mars (Overview of Mars} and studied the on-line atlas of Mars.


Wednesday, January 16th

The text assignment students began yesterday was due at the end of the hour. 
Their next assignment was Graphing Phases of the Moon.  Students complete a table showing how long each Moon phase lasts.  Using that information, the make a bar graph showing the length of each phase.


Tuesday, January 15th

Students finished the phases worksheets
They began working on a text assignment.  They read pgs. 59-62 in the Space Sciences text and complete a worksheet.


Monday, January 14th

Students worked on phases of the Moon worksheets.  They completed the first four worksheets.  The four worksheets dealt with identifying the phases of the Moon.  They used diagrams and pictures to categorize the eight major phases of the Moon.


Thursday, January 10th

Today was our last day working on the Phases of the Moon WebQuest posters.  They were due at the end of class today.


Wednesday, January 9th

Today was the last day for students to use computers to research the Phases of the Moon WebQuest. The five assigned posters are due at the end of class tomorrow.


Tuesday, January 8th

Students continued working on the Phases of the Moon WebQuest.  All research needs to be completed by tomorrow.


Monday, January 7th

Today, students began working on the Phases of the Moon WebQuest.  Students are getting information to make five posters:

  • Poster 1 - illustrating a myth explaining why we have phases of the Moon.
  • Poster 2 - distinguishing the eight major phases of the Moon.
  • Poster 3 - showing how the Moon’s appearance changes throughout a month.
  • Poster 4 - identifying the phase of the Moon on the day you were born (8½ x 11 paper).
  • Poster 5 - displaying the position of the Sun, Moon, and Earth at the eight major phases.
We will continue working on this through the week.


Friday, January 4th

Students took a short quiz covering the information in the lecture yesterday.  Students worked on making two phases graphic organizers
  • The first was a forward-backward book.  Using two sheets of construction paper and a sheet of lined paper, students cut out a half-circle.  On the cover, they write the word “waxing.”  On the lined paper, they define “waxing” (the Moon appears to be getting larger) and identify the three waxing phases (waxing crescent, first quarter, waxing gibbous).  It is turned upside down.  On the new cover, they write the word “waning.”  On the lined paper, they define “waning” (the Moon appears to be getting smaller) and identify the three waning phases (waning crescent, last quarter, waning gibbous).
  • The second was two four-door books.  On the first, students draw the first four phases of the Moons on the cover flap.  Under the flap, they draw a picture of the position of the Earth, Moon, and Sun at that phase.  They make the second showing the other four phases.  When done, the two four-door books are glued together, back-to-back.

Magnet-Like Slopes

Amazing Roof Top Ilusion


Wednesday, January 2nd

Students took the phases of the Moon pretest today.  I give them the pretest for two reasons.
  • ·         I want to see what they know as we begin a new unit.  I can identify what parts of the unit will need extra emphasis.
  • ·         I want to have a baseline score.  At the end of the unit, I will compare the student’s score on the pretest with the end of unit assessment.