Monday (13)
Learning Target: I can dete4rmine my need for a retake based on my performance on the test over LT
1-5. I can describe how direct and inverse relationships appear on a graph.
To begin class, students will complete a bell work over new learning target s 1 and 2 (macros and DO).
After reviewing the bell work, students will receive their Summative Test over the Fish Kill Unit LT 1-5.
Students will glue their answer sheets into their journals. Next, we will review items on the test over which students have questions or items the class struggled with as a whole. Students will decide if they want to take a retake over the test. If so, students will fill out an index card with their name, their class period, and the learning targets they plan on redoing. They will trade the index card for a retake review which they must finish and turn in to retake the test. Students will take a few minutes to glue in handouts from their storage pockets into their journals. Finally, students will look at the double line graphs they constructed last week. Graph one showed a direct relationship between temperature in degrees (F) and temperature in degrees (C). Graph two showed an inverse relationship between temperature and dissolved oxygen. Random students will share their written descriptions of the two relationships with the class.
Assessment: Students will complete a closing exercise to review direct and inverse relationships.
Tuesday (14)
Learning Target: I can classify substances as acids, bases, or neutrals.
Students will complete an inquiry activity, “Color Changing Mixtures”. Students will work in small heterogeneous groups use cabbage juice to classify a variety of common household substances.
Students will group the common substances based on the color they turn when exposed to the cabbage juice. To close out class, students will watch a demonstration of an acid/base titration. Students will observe the change in cabbage juice color as an acid is neutralized with a base and eventually titrated until a base color is reached. Students will draw and label the pH scale.
Media/technology: SMART Presentation
Accommodations for Special Needs: Small Heterogeneous Groups
Literacy Connection: Student will follow a multistep set of procedures.
Assessment: Students will be given a two-sided card (one side blue and the other side pink) Students will hold up the blue side if I ask a question about bases and will hold up the pink side for acid. Holding the card sideways will represent a neutral.
Wednesday (15)
Learning Target: I can classify substances as acids, bases, and neutrals.
Students will use computers to complete online pH activities to gain a better understanding of the pH scale. Students will visit the following website: http://www.lawrencehallofscience.org/kidsite/wp-content/uploads/multimedia/alienMain.swf

Thursday (16)
Learning Target: I can classify substances as acids, bases, and neutrals.
Students will work in small groups to begin a lab activity, “How Does Our Water Measure Up”. Students will make predictions about the pH of a variety of substances. Afterwards, students will test a variety of substances using three indicators: cabbage juice, pH paper, and a LaMotte water testing pH kit. Students will test eight substances with all three indicators before the end of class.
Friday (17)
Learning Target: I can classify substances as acids, bases, and neutrals.
I can describe the range for pH in natural waters and determine the impact on an ecosystem if the pH changes. Students will complete “How Does Our Water Measure Up”, activity and data analysis questions. With remaining time, students will view a graphic which discusses the pH of natural waters and the pH range for a variety of organisms.