Content Objective
Students will demonstrate comprehension of procedures for scientific investigations by writing a list of strategies for how to write a good step-by-step procedure.
S.IP.07.14 Design and conduct scientific investigations.

Language Objective
Students will write a step-by-step procedure for how to open a locker.

In class we worked further on what a good procedure should include by creating a list.  The students then began trying to figure out how to balance ten nails on the head of one.  This will be the topic of a future procedure that they will write.

Tonight’s homework is to write a procedure for how to open a hall locker.

Today we discussed how procedures are written and used in science.  The students homework is to write a good procedure for “brushing your teeth”.  They should include numbered steps and pictures (stick drawings).

The students should also be finishing up the coloring of their “Name Deco”.

Today we discussed the value of symbolism and worked on an activity where the students incorporate their name with symbols that represent them and their interests.  The students should have these finished in pencil before returning to class tomorrow.  We will add color and finish these up in class and then they will be posted around the room.  This will help us all to get to know each other.

Today we discussed the classroom expectations and procedures and students were sent home with a yellow and pink paper for the parents to read and sign.  Please read through this, sign it and send it back to school with your student.

Today we also created seating charts.  I allow the students to choose their own seats after talking to them about making a wise choice about where they would be the most successful.  They are aware that these seats will be moved by the teacher if they don’t work out.

Well it was a good first day!  The students found their way to class and we checked them in.  I found out today that I will not have a section of 8th graders but will work with 7th graders all day.  This is good news because I will be able to focus more time on the 7th grade curriculum and plan more in depth activities.

Tomorrow is a full day so students should bring supplies to class.  For science class this at a minimal, something to write with and something to write on.  More specifically, a black or blue pen or graphite pencil, paper and a binder to keep organized.

I am working in my classroom getting ready for a new school year.  I just received my schedule today and I will be teaching four sections of 7th grade and one section of 8th grade.  I am looking forward to a great year.  I hope that you had a good summer and are excited to start back.  See you next week!

Content Objective
Students will demonstrate knowledge of the water table as part of the water cycle and what effects it by completing a diagram while using a video clip, teacher explanation, and their text book.

E.ES.07.11 Demonstrate, using a model or drawing, the relationship between the warming by the sun of the Earth and the water cycle as it applies to the atmosphere and oceans.

Language Objective
Students will write to describe the water table as part of the water cycle and what effects it by completing the following sentence frames.

“The water table is found ____________________ and is the top _____________________ __________________________________________________________________________.”

“The water table rises and falls depending on _____________________________________.”

Content Objective
Students will demonstrate knowledge of the different types of global winds and what causes them by completing a diagram while using a video clip, teacher explanation, and their text book.

E.ES.07.11 Describe the relationship between the warming of the atmosphere of the Earth by the Sun a
and convection within the atmosphere and oceans.
E.ES.07.13 Describe how the warming of the Earth by the Sun produces wind and ocean currents.

Language Objective
Students will write to describethe different types of global winds and what causes them by completing the following sentence frames.

“The jet stream air currents are found ___________________________________ and move ___________ km/hour.”

“The trade winds are found ____________________ and travel from _________ to ________.”

“The westerlies are found ____________________ and travel from _________ to ________.”

Content Objective
Students will demonstrate knowledge of the different types of global winds and what causes them by taking notes while using a teacher explanation, and their text book.

E.ES.07.11 Describe the relationship between the warming of the atmosphere of the Earth by the Sun a
and convection within the atmosphere and oceans.
E.ES.07.13 Describe how the warming of the Earth by the Sun produces wind and ocean currents.

Language Objective
Students will write to describethe different types of global winds and what causes them by completing the following sentence frames.

“_________ air rises from the surface near the Earth’s _______________ and sinks back to the surface near the _________ to create global convection cells.

“These convection cells are disrupted by the _______________ Effect which is caused by ______________________________________________.”

This causes winds in the northern hemisphere to __________________________________ and _________________________________ in the southern hemisphere.”

Content Objective
Students will demonstrate comprehension of the concept of radiation balance by creating a diagram using a teacher explanation, and their text book.

E.ES.07.11 Describe the relationship between the warming of the atmosphere of the Earth by the Sun a
and convection within the atmosphere and oceans.
E.ES.07.13 Describe how the warming of the Earth by the Sun produces wind and ocean currents.

Language Objective
Students will write to describe radiation balance by completing the following sentence frames.

“Radiation balance in out atmosphere means that the _________________________________ _________________________________________________________________________.”

“If more energy enters our atmosphere than leaves __________________________________ ______________________________________________________________________.”

“If more energy leaves our atmosphere than enters __________________________________ ______________________________________________________________________.”