Please check out our Team in Office 365.
\nThis is where the learning will be happening during this very different time.
\nAll of you should be entered as part of our Science 8 team. If not, please email me kgreig@vsb.bc.ca
\nWe should be up and running with some lessons next week? Hopeful!<\/p>\n
Happy Spring Break!<\/p>\n
Thursday March 12th<\/strong> Tuesday March 10th<\/strong> Friday March 6th<\/strong> Wednesday March 4th<\/strong> Monday March 2nd<\/strong> Thursday Feb 27th<\/strong> Tuesday Feb 25th<\/strong> Friday Feb 21st<\/strong> Wednesday Feb 19th<\/strong> Thursday Feb 13th<\/strong> Tuesday Feb 11th<\/strong> Friday Feb 7th<\/strong> Wednesday Feb 5th<\/strong> Monday Feb 3rd<\/strong> 1-3 course planning sign up<\/p>\n Thursday Jan 30th<\/strong> Tuesday Jan 28th<\/strong> Friday Jan 24th<\/strong> Wednesday Jan 22nd<\/strong> Monday Jan 20th<\/strong> Thursday Jan 16th<\/strong> Tuesday Jan 14th<\/strong> Friday Jan 10th<\/strong> Wednesday Jan 8th<\/strong> Happy New Year! Happy Winter Break? See you in 2020.<\/p>\n Thursday Dec 19th<\/strong> Tuesday Dec 17th<\/strong> Friday Dec 13th<\/strong> Wednesday Dec 11th<\/strong> Monday Dec 9th<\/strong> Thursday Dec 5th<\/strong> Tuesday Dec 3rd<\/strong> Friday Nov 29th<\/strong> Wednesday Nov 27th<\/strong> Monday Nov 25th<\/strong> Thursday Nov 21st<\/strong> Tuesday Nov 19th<\/strong> Friday Nov 15th<\/strong> Wednesday Nov 13th<\/strong> Thursday Nov 7th<\/strong> Tuesday Nov 5th<\/strong> Friday Nov 1st<\/strong> Wednesday Oct 30th<\/strong> Monday Oct 28th<\/strong> Wednesday Oct 23rd<\/strong> Monday Oct 21st<\/strong> Thursday Oct 17th<\/strong> Tuesday Oct 15th<\/strong> Thursday Oct 10th<\/strong> Tuesday Oct 8th<\/strong> Friday Oct 4th<\/strong> Wednesday Oct 2nd<\/strong> Monday Sept 30th<\/strong> Thursday Sept 26th<\/strong> Tuesday Sept 24th<\/strong> Wednesday Sept 18th<\/strong> Monday Sept. 16th<\/strong> Thursday Sept 12th<\/strong> Tuesday Sept 10th<\/strong> Fri Sept 6th<\/strong> Wed. Sept. 4th<\/strong> Please check out our Team in Office 365. This is where the learning will be happening during this very different time. All of you should be entered as part of our Science 8 team. If not, please email me kgreig@vsb.bc.ca We should be up and running with some lessons next week? Hopeful! Happy Spring Break! […]<\/p>\n","protected":false},"author":146,"featured_media":0,"parent":347,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-349","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.vsb.bc.ca\/kgreig\/wp-json\/wp\/v2\/pages\/349","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vsb.bc.ca\/kgreig\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.vsb.bc.ca\/kgreig\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vsb.bc.ca\/kgreig\/wp-json\/wp\/v2\/users\/146"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vsb.bc.ca\/kgreig\/wp-json\/wp\/v2\/comments?post=349"}],"version-history":[{"count":505,"href":"https:\/\/blogs.vsb.bc.ca\/kgreig\/wp-json\/wp\/v2\/pages\/349\/revisions"}],"predecessor-version":[{"id":2671,"href":"https:\/\/blogs.vsb.bc.ca\/kgreig\/wp-json\/wp\/v2\/pages\/349\/revisions\/2671"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.vsb.bc.ca\/kgreig\/wp-json\/wp\/v2\/pages\/347"}],"wp:attachment":[{"href":"https:\/\/blogs.vsb.bc.ca\/kgreig\/wp-json\/wp\/v2\/media?parent=349"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nPractice with parts of the eye
\nRods and cones, near and far vision, corrective lenses<\/p>\n
\nI can see clearly now the light is bent
\nIntroduction to the parts of the eye
\nDiagram and vocabulary<\/p>\n
\nAssessment on using and creating diagrams through learning about light as a wave and light as a particle.<\/p>\n
\nSummary of light: wave model and colour, particle model and mirrors and lenses
\nWrite comments for report cards
\nSummative next class?<\/p>\n
\nExperiment with curved lenses
\nDrawing diagrams of the refraction of light through curved lenses
\nPractice worksheet<\/p>\n
\nRefraction of light through a plexiglass block: activity and diagram
\nPractice worksheet on the refraction of light<\/p>\n
\nHow does light behave when it hits curved mirrors?
\nConcave and convex mirrors: experiment with light rays and draw diagrams to explain observations
\nSummary of mirrors: complete a table<\/p>\n
\nReview law of reflection (handout assignment)
\nMark assignment in class
\nExtra assignment for homework (check showcase for answers)<\/p>\n
\nExperiment to determine the law of reflection for a plane mirror
\nassociated vocabulary terms for rays and angles
\nHand in assignment and electromagnetic spectrum if not already done so<\/p>\n
\nIntroduction to: They do it all with mirrors and lenses
\nThe ray (particle) model of light helps us explain:
\nWhat happens when light hits an object?
\nTransparent, translucent, and opaque materials
\nHow shadows are formed
\nPlease try to bring a straight edge and a protractor to class from now on<\/p>\n
\nDisease cards returned
\nPolarizing sunglasses and how they work
\nSummary of the wave model of light and how it helps us to understand colour
\nElectromagnetic spectrum
\nAssignment: complete the diagram of the electromagnetic spectrum indicating how we use the various wavelengths of energy in our everyday lives<\/p>\n
\nColours we see
\nAdditive colours of light
\nSubtractive colours of pigment
\nLight filters<\/p>\n
\nDiscuss rainbows, visible spectrum and light prints of elements
\n1-2 and 1-1 course planning sign up<\/p>\n
\nRainbows, spectroscopes and light prints
\nActivity: colour and wavelength
\nActivity: using light prints to identify elements present
\nBoth these activities are to be completed for next cay for 1-2 and 1-1
\nDon’t forget to bring a completed, signed course planning sheet we will be visiting the computer lab next week<\/p>\n
\nTypes of waves: transform, compression
\nBelow will be covered next class
\nRainbows, spectroscopes and light prints
\nActivity: colour and wavelength
\nActivity: using light prints to identify elements present
\nDon’t forget to bring a completed, signed course planning sheet we will be visiting the computer lab next week<\/p>\n
\nIntroduction to light: “Why does my lab coat appear white”
\nLearning Intentions sheet
\nLight as a wave: discussion of the properties of waves
\n2nd half of class to the library to print disease cards<\/p>\n
\nMeet in library (learning commons) to work on disease card
\nGoal is to have it printed by end of class, as well as a paper copy and works cited
\nSelf assessment sheet distributed
\nBefore you hand in your assignment check to make sure that you have all of the components: colour card, paper copy, works cited, brief sheet, and self assessment sheet
\nNo more class time to work on your disease card<\/p>\n
\nMeet in library (learning commons)
\nMs Birsan (counsellor) will discuss course selection for Grade 9
\nBegin working on building your disease card
\nGoal is to have it printed by end of class on Friday, as well as a paper copy and works cited<\/p>\n
\nFirst people’s use of medicinal plants
\nThe smallpox epidemic of 1862
\nRead article and answer questions #8-11
\nQuestions due by Monday Jan 27th
\nTry to have your research on your disease done for next class
\nMeet in library (learning commons) Wednesday Jan 22nd<\/p>\n
\nSelect bacterium or virus for disease card project
\nContinue with group assignment (3 different articles)
\nShare<\/p>\n
\nSelect bacterium or virus for disease card project
\nThinking like a scientist: superbugs
\nReading article together as a class
\nGroup article assignment (3 different articles)<\/p>\n
\nHow are pathogens transmitted? Activity: Pass it on
\nDiscuss disease card project, make selection of invader for homework. sign up to begin next week
\nContinue with worksheet from last day<\/p>\n
\nPlay: The immune system in action
\nView Crash Course # 45 and 46
\nStart activity: White Blood Cells to the Rescue, identifying the players in our immune system<\/p>\n
\nMonday Jan 6th<\/strong>
\nIntroduction to body systems, specifically the immune system
\nHandouts: matching vocabulary and body diagrams
\nVideo on the immune system<\/p>\n
\nViruses and Archea
\nLife cycle of a virus<\/p>\n
\nWritten cell summative
\nBacteria<\/p>\n
\nPractical summative: Onion cell lab<\/p>\n
\nEnergy for the cell: photosynthesis and cellular respiration
\nPrepare for onion cell lab next class<\/p>\n
\nCollect outstanding diagrams of the cell
\nContinue with diffusion
\nOsmosis (and reverse osmosis), hyper, hypo, and isotonic solutions and their impact on the cell
\nVideo<\/p>\n
\nHand in coloured and labelled diagram of the cell
\nQuiz on cell structures and their function
\nMoving materials in and out of the cell
\nIntroduction to the cell membrane and cell wall
\nProcess of diffusion<\/p>\n
\nHand in coloured and labelled diagram of the cell next class
\nPractice structure and function of organelles together in preparation for quiz next class
\nEggs out of corn syrup<\/p>\n
\nHand in colouring diagram due at beginning of class next day
\nEggs out of water and into corn syrup<\/p>\n
\nBring your textbook
\nLearning Intentions sheet: The Lego of Life
\nEggs out of vinegar and into distilled water
\nPlant and animal cell structure and function vocabulary and diagram\/colouring sheet<\/p>\n
\nLast class time for pond water summative
\nIf you haven’t completed the above by the end of class you can come in during flex time. Pond water will be gone by Thursday after school.
\nIntroduction to cells: Eggs into vinegar
\nBring textbook to class next day<\/p>\n
\nWritten microscope summative
\nContinue pond water summative<\/p>\n
\nReturn and record assignments on “record of assignments” sheet
\nBegin pond water summative
\nRemember written microscope summative on Thursday (next class)<\/p>\n
\nFinish “How to use a microscope”
\nStart pond water summative if time
\nWritten microscope summative next week on Thursday Nov 21<\/p>\n
\nContinue with the ideas from last day.
\nHopefully start pond water summative
\nWritten summative next week<\/p>\n
\nHow to use the microscope
\nTopics to be covered: resolving power\/resolution, total magnification, how to focus, object vs image, field of view, and depth of field.
\nWe will be working on these ideas for the next few classes.
\nWritten summative on these are parts of the microscope week after next<\/p>\n
\nSome blocks will be attending and assembly
\nNew unit “Making things bigger”
\nTypes of microscopes and Parts of the microscope: Handout to label
\nUse pages 12-13 and 499 of your textbook to help you<\/p>\n
\nSummative: graphing and paragraphs<\/p>\n
\nSummative: vocabulary and classifying<\/p>\n
\nReview of stations activities: submit worksheets for assessment
\nPractice vocabulary worksheet: check for the answers poster outside of the classroom
\nPoster assessments returned
\nSummative on Wednesday (vocabulary and classifying) and Friday (graphing and paragraphs)<\/p>\n
\nStations Activity practicing with science skills: Day 2
\nAll activity sheets to be completed for Monday (to be handed in for assessment)<\/p>\n
\nStations Activity practicing with science skills: Day 1<\/p>\n
\nObservation vs Inference revisited
\nHypothesis vs Prediction
\nClassifying
\nMaking models: graphing
\nPreparation for stations next class
\nWorks Cited due on Friday<\/p>\n
\nCharacteristics of a scientist (What personal qualities make a good scientist?)
\nScientific Inquiry\/Scientific Method
\n2 types of observations: qualitative and quantitative
\nManipulated and responding variables
\nObservations vs Inferences<\/p>\n
\nWelcome back from camp!
\nPlease make sure that all outstanding assignments are completed.
\nWorks Cited is due by next Friday
\nCompleted “fill in the blanks” about the divisions of science
\nShared posters on twigs of science<\/p>\n
\nAt camp Jubilee<\/p>\n
\nAll classes to meet in the regular classroom today (A105)
\n1-1 we will go over safety quizzes and outstanding assignments then head to the library to complete our assignment
\n1-2 and 1-3 we will be participating the the ELEV8 activities today
\nAll classes: goal was to have poster printed before the weekend.
\nCamp next week.<\/p>\n
\nLast class in the library. Goal today is to create and print your poster and works cited.
\nYou can access your work at home but will most likely need to come to the school library to print your poster.
\nWe have set out goal due date for Friday Oct 4th<\/p>\n
\nMeet in the library
\n“Twig” has been selected
\nGoal for today is to complete your research and put it into a work document.
\nRemember to keep track of all of your sources as you will be asked to submit a works cited as part of this project.
\nYou can meet me in A105 during tutorial time to write you safety quiz.<\/p>\n
\nMeet in the library
\nTour and start of project
\nGoal today is to pick your “twig” of science
\nYou can start your research. Use the assignment brief sheet to make sure that you are finding the key ideas needed for your poster.
\nSome of you may want to meet in A105 during tutorial time to write your safety quiz.<\/p>\n
\n1-1 Safety quiz
\n1-2,1-3 Safety quiz back
\nBranches\/twigs of science discussion
\nAssignment: poster of twig of science to be done on the computers and colour printer at school
\nWe will meet in the library (Learning Commons) on Thursday to have an orientation to the library, log on to our computers, and begin our project.<\/p>\n
\n1-1 Safety symbols
\nAll: Symbols on products and safety data sheets
\n1-1 Safety Quiz on Tuesday (next time we have class)
\n1-2,1-3 Safety Quiz today
\nAll: Please read, share and return your signed safety agreement<\/p>\n
\n1-1 completed safety worksheet and used Learning Intentions sheet to self assess
\n1-2 and 1-3 same as above plus household, textbook and WHMIS safety symbols
\nPractice worksheet on WHMIS symbols to be completed for next class
\nIf we feel we are ready we may be writing our safety quiz on Wednesday during the second half of the class.<\/p>\n
\nGo through Safety Activity sheet together so that all questions are answered correctly
\nThis sheet is where most the questions on the safety quiz are taken from so it might be a good idea to spend some time reviewing this
\nUse your Learning Intentions sheet to track your progress
\nYou will be expected to score 26 or higher on a 30 multiple choice question quiz
\nIf you score below 26 you will need to re-write the quiz until you have achieved this score
\nThe Safety Activity sheet will be submitted for completion marks the day of the quiz
\nAnswer keys are posted outside of classroom as well<\/p>\n
\nA multitude of strengths: Find someone who….. activity
\nLearning Intentions sheet for Safety
\nBegin safety unit, start safety activity worksheet and finding safety equipment in the classroom
\nTry to do as much of the worksheet as you can before next class<\/p>\n
\nCollect signed course outline forms
\nInterpret learning\/demonstrating strengths and areas for support
\nCreate file cards and learning profile<\/p>\n
\nDiscuss Science 8 goal for the year
\nHand out course outline, take home and get signed
\nTake multiple intelligence survey
\nDistribute textbooks<\/p>\n","protected":false},"excerpt":{"rendered":"