FC Reed Middle School           

Kelly Hawn       (269) 466-0331

________________________________________________________________

A SPECIAL THANKS TO EVERYONE THAT DONATED TO THE RAINFOREST.

WE COLLECTED $300.00 AND BOUGHT 3 ACRES OF RAINFOREST!!

WE ALSO DONATED $50 TO THE LOCAL FOOD BANK!!!

Skateboard track                                   SpaceLab - The Challenge is Yours

Science Crossword Puzzle                   Who wants to win 1,000,000 (science game)  

Build A Roller coaster                            Virtually manipulate variables

Science Games                                       Science Vocabulary Hangman   

Random Recipe Generator

Poison Prevention

www.poisonprevention.org

Recycle

www.berriencounty.org/recycle

Apple:  www.apple.com, 888-638-2761.  Apple has free programs to recycle iPods and cell phones.

BerrienCounty Electronics Recycling Collections accept many different electronics including computers and televisions at 4 one-day collection events.  Dates and locations are listed at www.berriencounty.org/recycle

Gateway (computer company):  1-800-846-2000 Gateway will recycle computers and other electronics

Goodwill Stores:  Goodwill stores in Michigan will accept working and non-working computers from residents for recyling through a program called RECONNECT, which is a partnership between Goodwill Michigan, Dell Computers, and Great Lakes Recycling.  Call for details.

Toshiba:  www.toshiba.eztradein.com/toshiba Free recycling is currently offered through the Trade-in Estimator program.

This information is taken from the Berrien County Recycling Guide.  If you or your children have other items to be recycled, check out the guide at www.berriencounty.org/recycle

8th Grade Science Agenda (subject to change)

Ch 4 Content Expectations/GLCE’s P1.2, P1.2B, P1.2D, P1.4, P1.4A, P1.2E, P1.6,P1.6A, P1.6B

Monday October 24

Read Ch 4 Sect. 1 with your group.  Take notes as you read.

Homework:  Pg. 104 Practice Problem & Pg. 105 1-5

Tuesday October 25

Read Ch 4 Sect. 2 with your group.  Take notes as you read. 

Homework:  Start thinking about Wednesday October 26.  You should have an idea which direction you’re heading.

Wednesday October 26

Work in groups to figure out how your group will present the important information from Ch 4 to the class.  Include key concept(s) from teacher, notes, examples, at least 1 problem (calculating gravitational potential energy) refer to pg. 104, and demo.  NOTE:  You can use my document  camera if you’d like.   Everyone must speak and actively participate in the presentation.  You have to use the entire class period.  You can include a poster to present important topics.

Homework:  Complete the above assignment and be ready to make final touches on  it before you start your presentations

Thursday October 27 – Monday October 31

Put everything together for your presentation and practice so you’re ready to present starting Monday October 31

Homework:  Be sure you’re ready to present your information to the class

Tuesday November 1

Group 1 Presentation

You are responsible for Ch 4

Homework:  None

Wednesday November 2

Group 2 Presentation

You are responsible for Ch 4

Homework:  None

Thursday November 3           

Group 3 Presentation

You are responsible for Ch 4

Homework:  None

Friday November 4                                               Monday November 7

Group 4 Presentation                                              Group 5 Presentation

You are responsible for Ch 4                                You are responsible for Ch 4  

Homework:  None                                                 Homework:  None

Group Names _________________________

Includes key concept(s) from teacher, notes, examples, at least 1 problem (calculating gravitational potential energy) refer to pg. 104, and demo.  NOTE:  You can use my document camera if you’d like.  If you use a youtube video you must have the video saved on a flash drive that you can put in my computer.  Everyone must speak and actively participate in the presentation.  You have to use the entire class period.  You can include a poster to present important topics.

Presentation Includes

Key Concept(s) from the teacher

were provided and explained

correctly                                                                  0            1        2        3        4        5    

Important information was presented                   0            1        2        3        4        5    

Examples were provided                                       0            1        2         3        4       5    

At least 1 original problem was provided

(Similar to the setup on Pg. 104)                          0            1        2        3        4        5

Demo was provided and explained

correctly                                                                0            1        2        3        4        5    

Everyone participated                                          0            1        2        3        4        5    

Everyone was loud enough to hear                     0            1        2        3        4        5    

Everyone that presented kept students

engaged in presentation                                      0            1        2        3        4        5    

Everyone made good eye contact

during the presentation                                      0            1        2        3        4        5    

The entire class period was used                       0            1        2        3        4        5    

 Group 1 KEY CONCEPT(S) YOU MUST GET ACROSS TO THE CLASS

1. Moving objects and waves transfer energy from one location to another.  They also transfer energy to objects during interactions (e.g. sunlight transfers energy to the ground when it warms the ground; sunlight also transfers energy from the sun to the Earth.)
2. IDENTIFY THE FORM OF ENERGY IN GIVEN SITUATIONS (e.g. MOVING OBJECTS,  STRETCHED SPRINGS,  ROCKS ON CLIFFS, ENERGY IN FOOD, etc.)

YOU MAY USE A YOUTUBE VIDEO TO PRESENT THIS CONCEPT TO THE CLASS!!!

Group 1 Demo

Refer to pg. 99

One of the most useful inventions of the nineteenth century was the electric light bulb.  Being able to light up the dark allows for extended work and recreation.  A light bulb uses electricity to produce light, but heat also is produced.  To observe the conversion of electricity to light and heat, do the following activity.

Model how a light bulb works

1. Obtain two D-cell batteries, two non-coated paper clips, tape, metal tongs, and some steel wool.  Separate the steel wool into thin strands and straighten the paper clips.
2. Tape the batteries together and then tape one end of each paper clip to the battery terminals as shown in the photograph.
3. While holding the steel wool with the tongs, briefly complete the circuit by placing the steel wool in contact with both the paper clip ends

WARNING:  Steel wool can become hot – connect to battery only for a brief time.

Observe:  Describe in you Science Journal what you saw.  Touch the steel wool.  What changes are you observing? 

Answer:  When connected to paper clips, the steel wool gives off light and heat.

Group 2 KEY CONCEPT(S) YOU MUST GET ACROSS TO THE CLASS

1. ENERGY IS OFTEN TRANSFORMED FROM ONE FORM TO ANOTHER DURING CHANGES IN MATTER.  THE AMOUNT OF ENERGY BEFORE A TRANSFORMATION IS EQUAL TO THE AMOUNT OF ENERGY AFTER THE TRANSFORMATION.  YOU MAY USE A YOUTUBE VIDEO TO PRESENT THIS!!

YOU MAY USE A YOUTUBE VIDEO TO PRESENT THIS CONCEPT TO THE CLASS!!!

Group 2 Demo

Show students 2 balls, one heavy and one light.  Roll the balls across a table at about the same speed.  Ask students which ball has greater kinetic energy?

Answer:  Since velocity of both balls are the same, the ball with greater mass has greater kinetic energy.

Next show students 2 balls with the same mass.  Roll the balls across a table, but roll one ball faster than the other.  Ask students which ball has greater kinetic energy?

Answer:  The ball with greater speed. 

Group 3 KEY CONCEPT(S) YOU MUST GET ACROSS TO THE CLASS

1. NAME DEVICES THAT TRANSFORM SPECIFIC TYPES OF ENERGY INTO OTHER TYPES (e.g. A DEVICE THAT TRANSFORMS ELECTRICITY INTO MOTION, etc.)  YOU MAY USE A YOUTUBE VIDEO TO REPRESENT THIS!!
2. EXPLAIN THE ENERGY TRANSFORMATION AS A SKYDIVER FALLS AT A STEADY VELOCITY.

YOU MAY USE A YOUTUBE VIDEO TO PRESENT THIS CONCEPT TO THE CLASS!!!

Group 3 Demo  Mini Lab Pg. 103  Interpreting Data from a Slingshot

Procedure

1. Using two fingers, carefully stretch a rubber band on a table until it has no slack.
2. Place a nickel on the table, slightly touching the mid-point of the rubber band.
3. Push the nickel back 0.5 cm and release.  Measure the distance the nickel travels.
4. Repeat step 3, each time pushing the nickel back an additional 0.5 cm. 

Analysis (ask students to complete the following questions in their science journal)

1. How did the takeoff speed of the nickel seem to change relative to the distance that we stretched the rubber band?
2. What does this imply about the kinetic energy of the nickel?

Answer: 

1. The farther you stretch the band, the faster the nickel moves.
2. The greater the speed of the nickel, the greater its kinetic energy

Then have students predict how their results would differ on a rough surface.  Repeat the activity on sandpaper.

Group 5 KEY CONCEPT(S) YOU MUST GET ACROSS TO THE CLASS

1. EXPLAIN WHY ALL THE STORED ENERGY IN GASOLINE DOES NOT TRANSFORM TO MECHANICAL ENERGY OF A VEHICLE.  YOU MAY USE A YOUTUBE VIDEO TO PRESENT THIS CONCEPT TO THE CLASS!!!
2. EXPLAIN WHY ALL MECHANICAL SYSTEMS REQUIRE AN EXTERAL ENERGY SOURCE TO MAINTAIN THEIR MOTION.

YOU MAY USE A YOUTUBE VIDEO TO PRESENT THIS CONCEPT TO THE CLASS!!!

Group 5 Demo

Demonstrate the idea of gravitational potential energy.  Place three tennis balls on level surfaces at different heights.  Ask students to compare the gravitational potential energy (GPE) of the balls.

Answer:  GPE increases with height.  So the ball that is highest has the greatest GPE and the ball nearest the ground has the lowest GPE.

Group 4 KEY CONCEPT(S) YOU MUST GET ACROSS TO THE CLASS

1. CONVERSIONS BETWEEN KINETIC AND GRAVITATIONAL POTENTIAL ENERGY ARE COMMON IN MOVING OBJECTS.  IN FRICTIONLESS SYSTEMS, THE DECREASE IN GRAVITATIONAL POTENTIAL ENERGY IS EQUAL TO THE INCREASE IN KINETIC ENERY, OR VICE VERSA.
2. DESCRIBE THE TRANSFORMATION OF ENERGY IN SIMPLE MECHANICAL SYSTEMS, e.g. PENDULUMS, ROLLER COASTERS, SKI LIFTS, ETC.

YOU MAY USE A YOUTUBE VIDEO TO PRESENT THIS CONCEPT TO THE CLASS!!!

Group 4 Demo

Explore Activity

Think about the energy involved as you try this workout.

1. Stand and hold your arms with your hands together, palms up, extended at waist level.  Have a person from your group stack books on your hands.
2. Raise the books to shoulder level, then lower them.  Now try lifting them over your head.
3. Have a person from your group add two more books to your pile.  Repeat the lifting exercise.
4. Hold the books at shoulder level until your arms get tired.  How long can you hold the books at shoulder level without getting tired?
5. Which activity requires the most energy?  Have students describe them in their science journal. 

Group 1                                        Group 1                                        Group 1

Ryan B                                         Madisyn A                                   Zakary A

Zach H                                          Israel A                                         Gabby B

Matt S                                            Bryan A                                       Emmy B

Mathew M                                   Kayla B                                        Alexis B

Devin H                                        Jeremy W                                     Alex B

                                                        John H                                        Tiffany J

Group 2                                        Group 2                                        Group 2

Jacob B                                        Damien B                                     Brandon B

Breanna R                                   Morgan D                                    Chance E

Blake M                                        Caleb D                                        Rebeka E

Kasey P                                        John F                                            Patrick F

                                                       Madison G                                   Hunter V

                                                      Autumn                                          JR S

Group 3                                        Group 3                                        Group 3

Maya B                                         Katie H                                         Kyle G             

Carrrie K                                     Sam J                                              Matt K

Cody L                                         Damion M                                    Amara M

Marco M                                      Brook O                                       Gabby W

Sam N                                             CJ R                                           Tianna Z

                                                        Alex R                                         Zach Y

Group 4                                        Group 4                                        Group 4

Bobby C                                       Becca S                                         Cameron C

Tyler R                                         Mary W                                        Cameron M

Tommy O                                     Vincent M                                    Jacob W

Brandon H                                  Amelia L                                        Dillen M

AJ N                                               Nick K                                       Karl

                                                        Elliot H

Group 5                         

Carlyn D                                      Group 5                                        Group 5

Leif M                                          Emily S                                         Haiden M

Nichole W                                    Dane S                                          Trace M

Cassidy E                                     Andrea S                                      Jacob P

Nick R                                          Tavis S                                          Max R

                                                      Abigail S                                       Janae J

                                                      Payton Y                                       Katie H

Dear Seventh Grade Students and Parents,

We are looking forward to meeting all of you.  We hope to make seventh grade both a positive and productive experience.  Please read the following carefully to make sure you understand the academic as well as the behavioral expectations.  If you have a question about the information outlined on this page, please be sure to ask.

MISSION STATEMENT

While growing academically and socially, it is expected that all seventh grade students know to respect themselves and others and demonstrate this respect at all times.

BEHAVIORAL EXPECTATIONS

Students should show correct behavior in the hallways, classrooms, cafeteria, and playground as outlined in the RMS Student Assignment Book.

Please note:

• Hats and backpacks may be worn to school, but must be taken off and stored in lockers during school hours
• Chewing gum, eating candy, and drinking beverages is not allowed in the hallways or classrooms unless permitted during special classroom activities
• Toys are not to be brought to school
• CD players and other electronic devices should not be brought to school, we are not responsible for loss or damage.

ACADEMIC EXPECTATIONS

Students should come to class prepared and on time.  Being prepared means having two pencils, textbooks, binder with folders and notebook, assignment book (as this will be your bathroom pass), completed homework and a book to read.  Late work will be deducted 50%.  No late work will be accepted after the test on that subject matter.

Misbehavior, not being prepared for class, or incomplete or late assignments will affect a student’s learning and ultimately their grades.  Repeated misbehavior, not being prepared for class, or incomplete assignments will result in a consequence.

Hawn’s 7th Grade S.S. Agenda (subject to change)

Ch 12 Content Expectations/GLCE’s

H1.1, H1.4, H1.4.1, W2.1., W3.1, G1.1, G.1.1, G1.2, G13, G1.3.1, G1.3.3, G1.3.1, G1.3.3, G2.1, G2.1.1, G2.2, G2.2.1, G2.2.2, G4.1, G4.1.1., G4.2, G4.3, G4.3.1, G4.4, G4.4.1, G5.1, G5.1.1, G5.1.2, C1.1., C1.1.1, C3., C3.5.1, C4.3, C4.3.1, C1.3.3, E1.1, E2.3, E2.3.1, E3.1, E3.3

Monday October 24

Share your model of a dam with the class and display models in the library

Homework:  None

Tuesday October 25

Find a recipe for your country

Homework:  Make sure you’ve selected a recipe you want to make and share with the class

Wednesday October 26

Read/Discuss Ch 12 Sect. 1

Homework:  Summarize Libya, Tunsisia, Algeria, Morocco

Thursday October 27

Read/Discuss Ch 12 Sect. 2

Homework:  Summarize Turkey, Syria, Lebenon, Jordan, Israel, Saudi Arabia, Oman and Yeman

Friday October 28

NO SCHOOL

Monday October 31

Junior Scholastics

Homework:  Junior Scholastics Worksheet

Tuesday November 1

      Read/Discuss Iraq, Iran, and Afghanistan

Homework:  Pg. 344 1-6

Wednesday November 2

Read/Discuss Ch 12 Sect. 3

Homework:  Pg. 354 1-4

Thursday November 3

Provide a copy of your recipe for the class and bring in your food for the class to sample (be sure to bring in the proper supplies for the students to eat your food sample i.e. plates, forks)

Homework:  None

Friday November 4

Provide a copy of your recipe for the class and bring in your food for the class to sample (be sure to bring in the proper supplies for the students to eat your food sample i.e. plates, forks)

Homework:  None

Countries for your recipe (food sample for everyone in the class, plates/forks, recipe, map of country)

*Map of country can be computer generated

Countries for your recipe

Thursday November 3

1. Libya – McKenzie J. – Isaac F.

2. Tunisia – Logan M. –Katlin K.

3. Algeria – Gabe B. – Ashley C.

4. Morocco – McKenna S. – Evan W. – Dayton S.  

5. Turkey – John W. – Maddie G. – Ava S.

6. Syria – Hailey H-B – Kole H. – Emma H.

Friday November 4

7. Lebanon -  Alysha L.

8. Jordan -  Trevor R. – Ian K.

9. Israel -  Matt P. – Michael D.

10. Saudi Arabia – Madelynne K. – Zack O.

11. Oman – Boden B. – Derek W.

12. Yemen – Marcus V. – Tiffany R.

Monday November 7

13. Iraq – Brianna D. – Kayla K. – Charles A.

14. Iran – Aaron S. – Gavin A.

15. Afghanistan – Caleb M. – Nathan K.

16. Kazakhstan -    Conner B. – Tyler T. – Kelsey H.

17. Uzbekistan – Corey S. – Bailey W. – Johnny V.

18. Turkmenistan – Ryan C. – Alex K.

Tuesday November 8

19. Kyrgyzstan – Carli B.  – Jaden M.

20. Tajikistan – Kennedy J. – Celeste G.  – Kelsey G.

21. Georgia – Taylor W. – Ethen B.

22. Armenia – Lisbeth E. – Amber F.

23. Azerbaijan – Brooke J. & Adam A.