SCHEDULE OF ACADEMIC ACTIVITIES Jan.6 - Jan. 16/2009
Unit Title: Foundations of Geometry
Lesson Title: Classify and learn geometric figures
Grade Level and Subject Area: 8th Grade Algebra
Time Allotted: 75 minute classes-
Performance Objectives:
The students will be able to create and identify various types of lines and angles. Students will apply the appropriate name to angles by first comparing the size of angles visually. Students will then proceed to exact measurements of angles by learning to use a protractor and then being able to correlate the actual degrees to the name of the angles
Georgia Performance Standards
M8G1. Students will understand an apply the properties of parallel and perpendicular lines and understand the meaning of congruence.
Essential Questions:
What are the undefined terms in geometry and how do we use them?
How do we sketch the intersections of lines and planes?
How can the beginning and the end of a destination be represented in geometry?
Key Questions
Ask students to locate similar lines, intersections and points within the classroom furniture and environment
Varied Assessments:
Pre-assessment will be embedded in the launch activities but evaluated and recorded by the teacher. Record and evaluate prior knowledge informally as students build visual representations of geometry terms and symbols, then connect the definition
to their symbol.
Assessment will focus on terms of: line, line segment, ray, vertical line, horizontal line, parallel lines, point, intersection, and perpendicular lines.
Technology Connections: Students have access to related weblinks on class SCHOOL NOTES (through school site) and CLASSBLOG websites (http://mrandrade.blogspot.com). Additionally, student may access their textbook online at www.hrw.com to view tutorial videos and interactive activities. Student may also view additional webcasts located at www.georgiastandards.org under 8th grade Math Frameworks.
Materials: rulers, protractors, clocks, matching activities, pretzels, skittles, napkins, paper plates, textbooks, workbooks, worksheets, and Smartboard.
Procedures:
Students will be able to:
Create and identify various types of lines (straight, curved, broken).
Identify the name of a line, which goes from left to right as a horizontal line.
Identify the name of a line, which goes up and down as a vertical line.
Make lines that remain an equal distance apart from each other at all points, never crossing; identifying these types of lines as parallel lines.
Make a line segment and be able to identify it as line with defined end points and definite length.
Make a ray and be able to identify it as part of a line that starts at one end point and goes on in the other direction without stopping.
Determine a point of intersection as the place where two non-parallel lines cross.
Create perpendicular line, and be able to define them as lines that do intersect to form a right angle.
Make various size angles by connecting two rays to meet at a single point.
Identify acute angles as smaller than a right angle.
Identify obtuse angles as larger than a right angle.
Associate the size of an angle in degrees to the name of the angle.
Identify 90° angles as right angles.
Identify angles, which measures less than 90° as acute angles.
Identify angles that are larger than 90° and smaller than 180° as obtuse angles.
PHYSICAL SCIENCE
Unit Title: Energy in Our Lives
Lesson Title: The Many Faces of Energy
Grade Level and Subject Area: 8th Grade Physical Science
Time Allotted: 75 minute classes-5 days
Performance Objectives:
Students will explain key words such as, thermal energy, temperature, heat, conduction, convection, radiation, insulator, specific heat capacity.
Georgia Performance Standards
S8P2. Students will be familiar with the forms and transformations of energy.
c. Compare and contrast the different forms of mechanical, heat, electrical and magnetic energy and their characteristics.
d. Describe how heat can be transferred through matter by the collision of atoms (conduction) or through space (radiation), in a liquid or gas, currents will facilitate the transfer of heat (convection).
Students will apply the following to scientific concepts:
a. When similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant, which often requires further study. Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as meaningful.
Essential Questions:
What is heat?
Why do many metal cooking utensils have wooden handles?
How are temperature and heat different?
Varied Assessments:
Pre-test on forms of energy from last week's lesson. Students should be able to identify the six forms of energy.
Technology Connections:
Students will view a PPT on HEAT. Will use the Smartboard, have access to related weblinks on class SCHOOL NOTES (through school site) and CLASSBLOG websites. (http://mrandrade.blogspot.com). Additionally, students will view a related video online that explains how thermal energy reaches thermal equilibrium.
Materials:
Film canister, thermometer apparatus, 250 mL beaker, watch, hot and cold water, and graph paper.
Procedures:
Whole Group:
Interactive Smartboard Activities with large group discussions and additional demonstrations.
Cooperative Group:
Students will work in collaborative pairs to complete QUICKLAB project and other activities.
Individual:
Students will work independently on selected reading activities in Chapter 10-Holt Textbook and define contextual vocabulary.
Technology/Materials:
Students will assist in distribution of materials. Technology is accessible. Students will use the SmartBoard one at a time with teacher supervision.
Instructional Groups:
Students receive instruction in whole group and break into smaller groups or collaborative pairs to complete activities.
Student Work Sample:
QUICKLAB-page 253 Holt Physical Science Book -Student Project
Assessment: Georgia GPS Edition Coach, Standard-Based Instruction, Science, Grade 8. Students will complete lesson review on page 125; Chapter 3 CRCT Review pgs. 126-128
ROTHSCHILD MIDDLE SCHOOL
COURSE SYLLABUS
2008 ¨C 2009
From: Galo Andrade
To: Parents and Students
Date: Aug 11, 2008
INSTRUCTIONAL COURSES:
I will begin this year by teaching Math, Physical Science, and Character Education.
GOAL
Each course subject will be geared toward effectively improving the student‘―s ability to continue developing academically in correlation to the Georgia Performance Standards-Based Instruction. All course subjects are individualized with regard to the student's cognitive learning style.
Lessons will be presented in a manner, which require student engagement and active participation in the classroom. Consequently, a meaningful and consistent learning environment will be fundamental in order to reflect mastery learning in all our students.
GRADING
A = 90 ¨C 100 C= 70 - 79
B = 80 ¨C 89 F= 69 ¨C and
Below
Grades are averaged every nine-week period. The final semester grade is cumulative grade from the nine-week grades. The semester grade is the official grade and is the only grade recorded on your school transcript. This will be the grade that determines if you have passed or failed the course.
Once a student's work is graded, the student may be given the opportunity to correct or repeat all, or part, of the assignment. (Sometimes the student is not given the option whether to redo work ¨C sometimes it is assigned!)
CLASS EXPECTATIONS
Each student should come to class ready to learn and complete the day's assignment. Students are accountable when they sign for their own math and science textbooks. Students require adequate rest before they arrive to school. A rested mind thinks more clearly. The student will not feel like falling asleep while instruction is being taking place. Students are required to complete all assigned work each class period, unless other arrangements are made with the teacher.
ABSENT/TARDY POLICY
Students who are absent will be required to make up assigned work on a schedule arranged with the teacher. Students, who have unexcused tardiness (1-3 times), 4th time will result in office referral.
DISCIPLINE
Students will follow the expectations stated on the Rothschild's Middle School Disciple Behavior Code.
CLASSROOM RULES
1. Listen carefully and follow directions.
2. Raise your hand and wait for permission to speak.
3. Stay in your seat unless you have permission to do otherwise.
4. Respect your self and others (no cussing, no teasing or put any body down).
5. Keep your hands and other objects to yourself.
COURSE REQUIREMENTS
1) Students's learning accommodations are fundamental according to their respective current Individualized Education Plan (I.E.P).
2) Students are responsible for keeping all daily assignments inside their folders. Folders will be kept in the classroom.
3) Classroom assignments, homework (twice per week), quizzes, projects, participation, and tests grades will be part of the student's portfolio.
4) Students will familiarize themselves with Integrated Technology. This will enhance their learning, keep the students motivated, and will help them see how math has its use in the real world.
Each course is structured and provides meaningful learning. The student will work on a self-paced approach that would require utmost effort throughout the course of instruction. The teacher will assist the student when needed.
The speed, at which the student progresses in class, will depend upon the student's willingness to learn and to do the assigned work. If a student demonstrates satisfactory mastery level as listed on his/her IEP goals and objectives, he/she will move to the next text level of instruction.
DAILY CHALLENGES
A Problem of the Day challenge will be given daily. This will allow the student to begin each class with critical thinking skills, and their participation is important prior the beginning of instruction. If a student is tardy, the daily challenge cannot be made up. If the student has an excused absence, the teacher will consider assigning another daily challenge.
I EXPECT TO CHALLENGE SUCCESS, EVOKE THINKING, PROMOTE GOOD BEHAVIOR, ENGAGE CREATIVITY, INTRODUCE INFORMATION, AND ESTABLISH A LEARNING ENVIRONMENT THAT IS SUITABLE FOR ALL STUDENTS TO LEARN.
Note: Every week students will learn new vocabulary terms listed at the beginning of every math and science lessons. They will need to: 1) study the examples to learn new math and science ideas and skills. 2) Practice - look back at examples from the lesson to solve the guided practice and problem solving using the Holt Homework Help Online. 3) Review - study and review vocabulary from the entire chapter. 4) Every Thursday, students will take their vocabulary pre-test. If the student passes his/her pre-test, the student would not be required to take the test on Friday. Students will participate in therapeutic nature walks, if time permits.
REFERENCES: Holt Mathematics Course 3; Holt Physical Science; Mathematics and Physical Science Georgia Performance Standards Couch Books; Georgia Homework and Practice Workbook; CRCT Prep Workbook; Physical Science Direct Reading Workbook; Alternative Learning modified tests, quizzes, and worksheets.
"Deep and abstract ideas are challenging to all, but the challenge should be a pleasurable one that students want to conquer."
- Dr. Edward B. Burger, Holt Author
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